- develop their own attitudes to a pluralistic society
- fulfil their own potential
- achieve high standards in all areas of the curriculum
- develop enquiring minds and a spirit of curiosity
- be motivated, enthusiastic learners
- demonstrate independence and self-discipline
- be able to work collaboratively and as part of a team
- have high self-esteem, respecting themselves, others and the environment
- become responsible citizens of the future
This has clear links with our academy aims:
Successful learners who make progress, enjoy learning and achieve. Confident individuals who are to lead safe, happy and fulfilling lives. Responsible citizens who will make a positive contribution to society.
Through our curriculum, theme days, assemblies and displays we aim to support pupils in the following four pillars of learning:
Learning to know: to provide the cognitive tools required to better comprehend the world and its complexities, and to provide an appropriate and adequate foundation for future learning.
Learning to do: to provide the skills that would enable individuals to effectively participate in the global economy and society.
Learning to be: to provide self analytical and social skills to enable individuals to develop to their fullest potential psycho-socially, affectively as well as physically, for an all-round ‘complete person.
Learning to live together: to expose individuals to the values implicit within human rights, democratic principles, intercultural understanding and respect and peace at all levels of society and human relationships to enable individuals and societies to live in peace and harmony.
Each class in the academy displays the cooperative values. We discuss what these values mean in society outside of the academy.
At the beginning of the year classes discuss:
What does it mean to be British?
What does a British person look like?
We also look at what our backgrounds were as a staff before repeating the activity with the pupils.
We teach the children about a diverse range of British role models through assemblies and topic lessons.
Mutual Respect and the Tolerance of those with different Faiths and Beliefs
Respect is a fundamental value of the academy and society.
We develop tolerance of different Beliefs and Faiths as part of the RE, PHSE, and SMSC curriculum. Differences in beliefs are important as we are all individuals with different perspectives.
This is implicit in Restorative Practice and the way children and adults listen and value each other within RP circles.
There is evidence of learning about different religions and the spiritual aspects that are promoted in the academy.
There is improvement in behaviour as children become more able to articulate their thoughts and feelings in the RP circle. They are starting to tell us about other aspects that affect them as they know we listen and value what they are saying.
Children are talking about their experiences at mosque and mosque schools. Non-Christian children are listening to assemblies taken by the local churches. When parents will come in and work with children to show aspects of their cultures, children are asking questions. There is active participation and discussions in RE lessons regardless of the religion being taught and children are seeking out the similarities.