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Follow IMDb on. DPReview Digital Photography. Audible Download Audio Books. Feature Films TV Episodes Short Films Video TV Series TV Movies TV Mini-series 1. TV Shorts 1. TV Specials 1. Musical Comedy Family Animation Either way, they are the basis for the social, intellectual, emotional, spiritual and moral development of the whole child.

We encourage children to consider these values, and thereby to develop the knowledge, skills and attitudes that enable them to develop as reflective learners and grow to be stable, educated and civil adults. Teaching and Learning about Values takes place in the following ways:. In order to try to meet the needs of children, staff try always to be consistent in their own behaviour and in their expectations of the children. Throughout the school the development of the following skills which contribute to reflective thinking about values are encouraged:.

Activities that promote Reflective Thinking. Teachers are especially mindful of the activities that promote positive thinking and incorporate these into their teaching as much as possible. These include:. The benefits that come when children are expected to be reflective about values are:. Children able to concentrate and reflect more on their own behaviour. Children being more considerate to others and less ego-centred. Children taking a greater responsibility for their own actions.

Pupils knowing themselves better and being able to relate to others more effectively. The approaches outlined in this policy describe how the school uses core values as a basis for its work. Implementing the Values Education Programme. We aim for a calm, reflective atmosphere which facilitates contemplation. Then the children get to know themselves better and develop a sense of responsibility for their own lives and happiness.

At the start of the year class rules are decided with the children: the rules are then real and meaningful for the children. Opportunities are taken to discuss values throughout the curriculum. As teachers, we try to live the values: we teach best by being role models. Spiritual, social, moral and cultural values are taught in assemblies and in discreet lessons but also permeate the whole of the curriculum.

Literature, including story and poetry that explores human experience and response to life and death. Use of stillness and imagination in drama and other subjects to develop inner awareness. Expressing feeling and emotions through verbal and written communication, knowing that words can influence feelings. Enjoyment of and fascination by numbers, including the idea of infinity. Exploring the relationship of numbers, shape and objects and the possibility of inter-connectedness.

Sense of achievement and self-worth at appropriate levels of understanding. Scientific links with a spiritual interpretation about the universe and life. Using the school grounds for reflection on relationships between people and their environment. Reflecting on the mystery of the natural world and physical worth, life cycles and growth. Information Communications Technology. Connectedness with people all over the world through the internet. Developing self-awareness and relationships with other cultures and environments.

Religious and spiritual ideas expressed in, e. Art as a means of expressing feelings, imagination and expressive thought. Making music by singing together, songs and hymns with instruments. Listening to specific chosen pieces, and why people write music, e. Hallelujah chorus. Identifying feelings and emotions associated with different types of music. Using music as a background to times of quiet and reflection to develop awareness of the inner self. Knowledge of religious reflection, humanist ideas and spiritual practices, e.

Providing opportunities for experiencing space and silence to allow skills in reflection and awareness to develop. Providing opportunities for experiencing awe, wonder and transcendence. Spiritual awareness of body, its beauty and potential through activity and observation. Movement to express feelings and emotions including dancing for joy. The use of a different language to express thoughts slightly differently. Group drama work, reading and discussion of social issues in literature. Stories to create awareness of a variety of life experiences, e.

Maths games for social interaction, taking turns and sharing. Working in pairs and groups to gather information and solve problems. Science as a cooperative activity requiring communication and interaction. Using data-handling skills to promote understanding of social issues. Exploring structures of society, including institutions, e. Understanding the influence of the past on the development of society today. Local studies to raise awareness of different homes, communities and family groupings. Knowing about and understanding the importance of family and traditions within religious faiths and social groups.

Researching charities and other religious and non-religious forms of social caring and responsibility. Participation in traditional and creative dance and pair and group work in gymnastics. Enjoyment of team games, showing co-operation, respect for others and their needs. Recognising similarities and differences between cultures, in terms of language use as well as social behaviour and issues. The ability to communicate directly with someone who speaks a different language. Skills of listening and forming evaluative judgements in discussion.

Encouraging a sense of personal responsibility for their own learning in class and through homework. Thinking about experiments and investigations and their outcomes for humans. Discussing issues raised by scientific discovery and progress, e. Technology as helpful and constructive as well as potentially destructive. Independent working to develop a sense of integrity and trustworthiness. Discussion of moral issues, e. Developing moral responsibility to care for the environment. Awareness of human exploitation, e. Poverty amid affluence. Appreciation of music and respecting the ideas and judgements of others.

Developing skills of listening, respecting and evaluative judging. Encouragement to cheer, celebrate achievement and shake hands at the end of a game. Current affairs and human responses to them within different countries. Awareness and understanding of fellow human beings living different lifestyles in different countries. Awareness of issues such as stereotyping and equal opportunities in literature. Creating Islamic patterns, rangoli patterns and using Roman numerals. Careful choice of resources and examples to include references to other cultures.

Creation stories from different cultures alongside current scientific thinking. Scientific development in relation to others — water supplies, new varieties of flowers and food crops. The effectiveness of very simple technology in some cultures. Instruments from different countries, e. Assessing information about cultures by using CD Roms, etc.

Direct contact with children in other cultures through internet. Stories of religious leaders and their influence on cultures, both positive and negative. History of contribution of other cultures to science and maths. Study of people — especially children living in different countries and comparison with own cultural context.

Developing an awareness and appreciation of different styles of everyday life. Visiting galleries and exhibitions to view art from different cultures. Art as an expression of culture, e. Nativity pictures on Nativity cards. The study of different religions as part of a cultural tradition. Meeting people from a variety of faiths and cultures, and visiting places of worship. Exploring how religious and humanist ideas are expressed in different cultures, e. The study of different food and eating habits, literature, leisure pursuits, fashion and life styles as part of a cultural tradition.

Comparisons of attitudes, e. For any paper copies requests for any of the documents on the website, please contact the school office. Click here for more information. Translate K Search I. Month I am Rationale At Ledbury Primary School we give regular thought to how values can be used to support the child as a reflective learner and promote quality teaching and learning. The active promotion of a whole school policy that has the support of all the staff and is led and monitored by the headteacher.

A programme of school assemblies that introduce and explore a value each month. Pupils are encouraged to be actively involved in exploring their understanding of values. Direct teaching about values in the classroom. These sessions provide opportunities for personal reflection, moral discourse and appropriate activities which promote understanding.

By pupils reflecting on the value and what it means to them and their own behaviour.

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By pupils using the value to guide their own actions. By staff modelling the value through their own behaviour. By ensuring that values are taught implicitly through every aspect of the curriculum.

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Through the work of the School Council. By involving all staff, governors and parents in the values programme through newsletters which explain how school and home can work together to promote positive values. To feel secure and know clearly what is expected of them.

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To be valued. To have help to develop relationships. To develop self-awareness and a knowledge of the world outside of themselves. To have creative experiences, including external exploration and internal reflection. To be fully involved in the process of education.

Learning Teaching 3rd Ed_Scrivener.pdf

Display great patience and listen carefully to children. Focus on and emphasise the positive. Face reality and help pupils to come to terms with difficult issues as they arise, such as death. Only disapprove of poor behaviour, never the child. Try to make time for one another.

Are mutually supportive.