Welcome to our British Values Page
At Sandal Castle Primary School we celebrate differences and diversity.
Two Minute Silence - 10 th November 2017
Each year on the 11th hour of the 11th day of the 11th month, we observe a 2 minute silence. Armistice day on the 11th November marks the end of the First World War and is a day to remember and honour those who have paid the price for our freedom.
As a school, we held our 2 minute silence on the 10th November.
During the week, we recognised the importance of Armistice day during assemblies and within the depth of our cross curricular work.
Peter Barras, Local Honorary Organiser informed school on the 24th November that our children and families had raised the fantastic total of £649.50. A wonderful achievement!
The gallery below evidences the fantastic work that has taken place;
Forest School Celebrate Remembrance
Year 6 Homework
We celebrated World Peace Day - Here is some of the information we shared
Religious Education and British Values
From September 2014, school inspection in England explores and judges the contribution schools make to actively promoting British values. RE can make a key educational contribution to pupils’ explorations of British values, and excellent teaching of RE can enable pupils to learn to think for themselves about them.
Questions about whether social and moral values are best described as ‘British values’ or seen as more universal human values will continue to be debated (not least in the RE classroom!), but for the purposes of teachers of RE, the subject offers opportunities to build an accurate knowledge-base about religions and beliefs in relation to values. This in turn supports children and young people so that they are able to move beyond attitudes of tolerance towards increasing respect, so that they can celebrate diversity.
Values education and moral development are a part of a school’s holistic mission to contribute to the well-being of each pupil and of all people within our communities. The RE curriculum focuses learning in some of these areas, but pupils’ moral development is a whole-school issue.
Schools do not accept intolerant attitudes to members of the community: attitudes which reject other people on the basis of race, faith, gender, sexual orientation or age are rightly challenged. A baseline for a fair community is that each person’s right to ‘be themselves’ is to be accepted by all. Tolerance may not be enough: RE can challenge children and young people to be increasingly respectful and to celebrate diversity, but tolerance is a starting point. It is much better than intolerance.
In the RE curriculum, attention focuses on developing mutual respect between those of different faiths and beliefs, promoting an understanding of what a society gains from diversity. Pupils will learn about diversity in religions and worldviews, and will be challenged to respect other persons who see the world differently to themselves. Recognition and celebration of human diversity in many forms can flourish where pupils understand different faiths and beliefs, and are challenged to be broad-minded and open-hearted.
In RE, pupils learn the significance of each person’s ideas and experiences through methods of discussion. In debating the fundamental questions of life, pupils learn to respect a range of perspectives. This contributes to learning about democracy, examining the idea that we all share a responsibility to use our voice and influence for the well-being of others.
The rule of law
In RE, pupils examine different examples of codes for human life, including commandments, rules or precepts offered by different religious communities. They learn to appreciate how individuals choose between good and evil, right and wrong, and they learn to apply these ideas to their own communities. They learn that fairness requires that the law apply equally to all, irrespective – for example – of a person’s status or wealth. They have the opportunity to examine the idea that the ‘rule of law’ focuses specifically on the relationship between citizens (or subjects) and the state, and to how far this reflects or runs counter to wider moral codes and precepts.
In RE, pupils consider questions about identity, belonging and diversity, learning what it means to live a life
free from constraints. They study examples of pioneers of human freedom, including those from within
different religions, so that they can examine tensions between the value of a stable society and the value of
change for human development.
Wakefield Rotary Club Stamp Design Competition
Before the Summer Holidays, we handed out a leaflet asking the children if they would like to be involved in the Rotary Club Christmas Stamp Design Competition. We are excited to say that James in 6MF has won this competition against other children in schools across the district. His design (as seen below) is of a Robin in the library at Wakefield One. The design has been sent to Graphic design and should soon be going to print. The stamps go on sale in November. James' stamp will be advertised on the 'Big Screen' at Trinity Walk and in the Wakefield Express. Congratulations James!
Fine examples of Individual Liberty
Have a look at this fantastic homework by Carys in 6LW
Year 4 have been debating about the House of Commons
Have a look at this video, helping us understand the important history of the Magna Carta
A story about the Magna Carta