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"Commentary on Parashat Vayikra, Leviticus 1:1 - 5:26\nWe all live with rituals. Whether it’s the time and place we brush our teeth in the morning or singing our children good night songs, rituals provide the infrastructure by which we live our lives. Without rituals, without certain daily repetitions of consistent behavior, our lives would be unbearably chaotic.\nThis week we begin the book of Leviticus. This portion and in fact much of the book of Leviticus is full of details about ritual, especially those related to how and when to bring sacrifices for worship.While prayer long ago replaced sacrifice in Jewish tradition, sacrifices were the expression of ancient religions.\nThose sacrifices were brought on many occasions: for example, when one was guilty of sin, whether intentionally or unintentionally, when one was grateful, or when one was celebrating. Ritual in Leviticus provided a concrete manner for people to express a wide range of emotions and states of being.\nWhile everyone has some kind of rituals in their lives, these rituals can be performed unconsciously, without much significance. They can also be opportunities. Rituals can be used to signify something deeper about the moment; they can be used as teaching moments. What kind of songs are sung at bedtime? What kind of rituals do you introduce to your children around getting dressed in the morning? Can there be a ritual instituted so that family members show gratitude for having sufficient food on the table?\nTALK TO YOUR KIDS about ways your family creates value in their lives through rituals.\nCONNECT TO THEIR LIVES:\n· What song or story do you like to hear the most before bedtime?\n· What new rituals might appeal to you?\n· How do rituals enhance your feeling of well-being?\n· What is your favorite weekly family ritual?\n© Copyright 2009 Joyce and Fred Claar\nFrom “Values and Ethics: Torah Topics for Today,” available from Behrman House Publishers.\nPronunced: TORE-uh, Origin: Hebrew, the Five Books of Moses."

"We all live with rituals. Whether it’s the time and place we brush our teeth in the morning or singing our children goodnight songs, rituals provide the infrastructure by which we live our lives. Without rituals, without certain daily repetitions of consistent behavior, our lives would be unbearably chaotic.\nThis week we begin the book of Leviticus. This portion and in fact much of the book of Leviticus is full of details about ritual, especially those related to how and when to bring sacrifices for worship. While prayer long ago replaced sacrifice in Jewish tradition, sacrifices were the expression of ancient religions. Those sacrifices were brought on many occasions: for example, when one was guilty of sin, whether intentionally or unintentionally, when one was grateful, or when one was celebrating. Ritual in Leviticus provided a concrete manner for people to express a wide range of emotions and states of being.\nWhile everyone has some kind of rituals in their lives, these rituals can be performed unconsciously, without much significance. They can also be opportunities. Rituals can be used to signify something deeper about the moment; they can be used as teaching moments. What kind of songs are sung at bedtime? What kind of rituals do you introduce to your children around getting dressed in the morning? Can there be a ritual instituted so that family members show gratitude for having sufficient food on the table?\nTALK TO YOUR KIDS about ways your family creates value in their lives through rituals.\nCONNECT TO THEIR LIVES:\n- What song or story do you like to hear the most before bedtime?\n- What new rituals might appeal to you?\n- How do rituals enhance your feeling of well-being?\n- What is your favorite weekly family ritual?\nBy Rabbi Dianne Cohler-Esses\nValues & Ethics—Through a Jewish Lens is created by Fred and Joyce Claar to bring the wisdom of Judaism into family discussions."

"Contributed by Jody McVittie, MD, Positive Discipline Lead Trainer\nOur community is made up of all sorts of different kinds of families from many different cultures and traditions. There are lots of holidays and special events in this season when the nights are longer and the days are shorter. Your family may have special traditions or rituals that you and your children enjoy – or not!\nRituals are like seasonal routines. They can offer structure and security in times of increased chaos. Being part of a family with healthy rituals can give children a sense of belonging, comfort and predictability. Rituals also connect us to our culture and traditions – we become part of something bigger. However, when rituals become too rigid they become a source of stress. Now is the time to ask, “Are our family’s rituals a good fit for us?”\nFine tuning your family rituals:\nInvolve your family. Ask your family what makes your holiday special to them? What are the things that your family does together that help them know that this is a special time of year. Maybe it is a visit with special people, or lighting candles or traditional meals or religious practices, or a regular event that the family attends together.\nThink long term. What mood do you want to create for your family for this season? Do you want a sense of connection? Reverence? Playfulness? Gratitude? Generosity? What kinds of things can you do together that might invite the mood that you would like bring to your holiday?\nSome flexibility. If you already have rituals that you have “inherited” but find that they are creating stress instead of the mood you want, work with the others involved to see if you shift things a little bit to maintain the parts of the ritual that invite connection and the mood you want – but also create less stress. Sometimes families “endure” rituals because no one has the courage to ask the group to think about what they really want.\nRepetition. A ritual only becomes a ritual with repetition – but they don’t start out that way. If your family decides to try something new, spend a little time later reflecting on whether it worked. Do you want to try it again next year? Do you want to change a little bit of it to make it work better for everyone?\nCreativity and simplicity. When you are thinking of new rituals for your family be creative and be willing to go exploring – but keep the mood in mind. Rituals do not need to be big productions. Sometimes simple is better. Do you want to bake cookies and deliver them to neighbors? Have a family read-aloud night? A neighborhood sing-a-long? Work at or give to a food bank? What kind of things can your family think of that would be fun, honor the holiday, and invite you all to feel connected to each other and/or the bigger world?\nShare. Feel free to share your favorite family holiday ritual or activity on our blog. Others can learn from you.\nSound Discipline is a 501(c)(3) non profit. Your donations make a big difference and help us produce newsletters like this. You can donate at our website"

"For many families, this time of year includes holiday celebrations and gatherings that can nurture feelings of connection and joy if reasonable expectations are kept in mind.\nHere are a few thoughts . . .\nRituals are important because they provide comfort and a feeling of unity. As rituals provide good feelings and a sense of belonging, the stressful parts of life melt away. Things like lighting a menorah, trimming a Christmas tree, or having a special dinner bring the family together and provide memories that your children will cherish. Rituals can also include community services that connect the family to the larger community. This provides children with experiences that help them look within their family and themselves as well as outside to others.\nGift giving is a part of ritual for many families. As you think about the gifts to buy your child, you might consider some toys that stimulate the mind, but don’t forget the gifts that meet your child’s emotional needs, such as something to play with, something for his or her room, or something to wear. Children need something simply to make them feel happy. You might also include a gift that can be shared as a way to help make your child aware of others and their joys and needs.\nThe holiday season is a season, not just a day. Include some activities throughout the season that make the season special. Do some activities together. Sledding, singing, ice skating, or playing board games can create fun times and fond memories.\nThe holiday season provides a retreat from the busy, same old everyday living. It is a season that nudges us to remember what is deeply important in our lives. As you share the season with your children, you will be filling them with stories and memories."

"Filed under: Rituals\nAthletes have rituals they engage in to ensure their best performance. Warfighters have rituals around paroling, shooting, and other mission-specific tasks to create the right mindset for the situation. Families can benefit from rituals too.\nConsider the types of rituals your family typically engages in. There are probably more than you think. Celebrating holidays, personal traditions such as pancakes on Saturday mornings or memorializing the death of a loved one, and simple everyday acts such as bedtime stories or morning tea are all rituals.\nWhen a couple comes together and starts a family, each person brings along his/her own rituals. Consider it an opportunity to build something new together—a blending of histories. For example, let’s say you grew up celebrating Christmas with your family, but your partner’s family celebrated Hanukah. As a couple you can take the rituals that are meaningful to each of you personally and celebrate all of them to create a new combined holiday tradition for your own family.\nRituals certainly can help your own performance, but they also help deepen bonds and create a distinct family identity that can be supportive in both happy and stressful times."

"All families experience stress. Some stress comes from everyday situations and normal life changes. Other stress comes from situations like illness or family disruptions. Whatever the cause of stress, research shows that predictable routines and meaningful rituals are related to healthier outcomes.\nA ritual is any repeated, shared activity that has meaning for family members. This is different from a routine that may be a repeated activity, but not necessarily with any special meaning. Children benefit from both special family rituals and predictable routines.\nMany family rituals center around holidays or special events, but they don't have to be limited to these times. Simple rituals might be reading together before bedtime or attending family activities together. Rituals help family members develop a sense of family pride and provide continuity and closeness. Children in kinship care benefit from rituals for this reason.\nRoutines of daily living involve doing the things that need to be done in a home. The regularity of routines is related to overall health of young children.\nRegularity and continuity reduce stress because they provide predictability of events. Another part of routines is having clear assignment of responsibilities to certain tasks or roles. Research shows that when families assign roles in their everyday activities, children do better academically and socially during times of transition.\nYour grandchildren may have experienced little routine in their lives. But, young children benefit from having a consistent schedule that provides them with a sense of regularity and security. Set a clear, daily routine. Children need consistency, especially if they have had a lot of uncertainty in their lives. Try to make your daily life as predictable as possible. Warn your grandchildren about expected interruptions to the routine. Sometimes change can trigger unwanted behavior in a child who needs a sense of security.\nChildren who are anxious and insecure may fear any changes in routine. They may ask lots of \"what if\" questions and have fears that you will leave. Reassure your grandchildren with regular meals, regular hours, a stable routine, and lots of hugs."

"Each month, Dr. Levy answers a common question he has received from professionals, caregivers and parents during three decades of pioneering work on attachment theory, treatment and training. This month he discusses the importance of family routines and rituals in building a child’s sense of belonging and strengthening family connections.\nA child who has experienced trauma or neglect in early childhood finds it difficult to establish emotional and social connections that are at the heart of family life. Typically, they have established negative core beliefs about themselves and others and they find it difficult to trust and feel safe. Family routines and rituals are healing in that they increase a child’s sense of belonging. As we enter the holiday season, parents and caregivers have many opportunities to connect with their child by observing treasured family rituals and traditions together.\nRoutines such as eating dinner together at regular times, getting up and getting dressed in the mornings, or preparing for bed by taking a shower, brushing teeth and reading a book every night, are “patterned interactions that occur with predictable regularity in the course of everyday living.” (Kubicek 2002) Routines provide a way to accomplish a certain task and an opportunity to connect with your child. They organize family life, reinforce family identity and enhance a sense of belonging. Research has shown the benefits of family routines. According to studies in the 1990s, young children from high-risk families did better cognitively and socially and were more cooperative and compliant with teachers when caregivers provided consistent routines. It is important for parents to take an active role in daily routines because it offers an opportunity to connect in a natural and organic way.\nFamily rituals are emotionally meaningful and convey the message, “This is who we are; this is what it means to be part of this family.” (Fiese 2002). Rituals foster a sense of belonging and identity and are especially important for children with insecure attachments. Children from families with meaningful rituals do better academically and socially. Research shows, when rituals are disrupted or lost, children often develop behavioral and school problems.\nSome family routines and rituals that enhance a sense of belonging include:\n- shared family mealtime;\n- enjoyable activities on the weekends, such as sports and movies;\n- family vacations;\n- celebrations, such as birthdays, anniversaries and reunions;\n- religious holidays; and\n- cultural traditions that recognize ethnic roots, such as gatherings, camps and preparing ethnic foods together.\nAdditional Benefits of Routines and Rituals\nIn addition to enhancing your child’s sense of belonging, here are some benefits of having family routines and rituals:\n- organized family life through structure and predictability;\n- defined roles and responsibilities;\n- reinforced family identity;\n- contributions to family stability;\n- strengthened parent-child bonds;\n- internalized morality, beliefs and values of the family;\n- improved emotional self-control through safety and comfort;\nreduced stress through predictability; and\n- increased trust and sense of security.\nPrevious articles addressed questions about the Seven Functions of Secure Attachment, the Dependency Paradox, the importance of talking about trauma, the First Year Attachment Cycle, traits of successful and healthy adult relationships, the importance of hope as a part of treatment for trauma and the core concepts of child development."

"Creating family traditions\nL. Mareschal, MAT\nHuman Development Specialist\nEvery family has traditions of some form. What traditions does your\nfamily have? Traditions and rituals are important because they help families pass on their values, attitudes and goals to future generations. All traditions and rituals have three common elements.\n1. Traditions are repetitive. An activity must be repeated on a regular basis in order to be termed a tradition. It may be repeated daily, weekly, yearly or within some other time frame.\n2. Traditions are significant. They must hold some meaning and value for the family members.\n3. Traditions are\nactivity does not comprise a family tradition. At least two members, and often the entire family, must be involved in the activity together for it to be considered a tradition.\nTraditions and rituals can be\nclassified into several different groups based on the purposes they serve. Here are some examples to consider when creating your own family traditions.\n∑ Connection traditions promote a sense of family bonding. They can involve daily rituals and more infrequent activities. Some examples of connection traditions include family meals, bedtime activities, family outings and vacations.\nhelp family members develop one-on-one intimacy with each other and also\nmake individuals feel\nspecial. They include date nights, birthdays, anniversaries, Fatherís Day, Motherís Day and Valentineís Day.\nactivities focused on religious and secular holidays, such as Thanksgiving, Hanukkah,\nChristmas, Kwanzaa, New Yearís Day, the Fourth of July and Labor Day.\nlink families to the communities in which they live and connect them to a\nlarger social network than just the family. These\ntraditions include volunteering at a food bank or soup kitchen, attending a founderís day carnival or parade, and participating in fundraising activities that benefit a local community\nNo matter what traditions your family has, consider adding new\nactivities occasionally. They might become new traditions that your family will enjoy and treasure for years to come."

"The holiday season is a time of year rich with family traditions. Growing up, we had some fun traditions in my family. My parents would give us each a new ornament that was a symbol of something we were interested in that year. It is fun to still hang those ornaments on my tree now and think about the year I took dance and the year I got my driver’s licence. My husband’s family always woke up to candy canes placed on the tree by Santa. I’ve continued many of those traditions in my own family and we’ve added our own. My kids look forward to making and decorating sugar cookies for Santa on Christmas Eve,, opening new pajamas on Christmas Eve and reading Christmas stories at bedtime. I’m sure you have similar traditions and can think back on your favorite traditions from your childhood.\nWhy do we thrive on family traditions? Another name for these traditions is rituals. A family ritual is something that we repeat and has symbolic meaning. The holiday season is full of opportunities for engaging in activities with symbolic meaning. Researchers have found many benefits of rituals. They help us develop our identity, give us a sense of security, predictability, and fulfill our need of belonging. They provide opportunities for bonding and memory-making. Family rituals connect memories with fond emotions. They also connect generations by the passing-on of traditions. As Tevye from the iconic Fiddler on the Roof says, “Because of our traditions, we’ve kept our balance for many many years …And because of our traditions, every one of us knows who he is…”\nAlthough it is important to pass on family traditions, it’s also important to establish new ones. Here are a few guidelines to help you begin a new tradition this year:\n- Keep it simple\n- Make sure it is meaningful and personal to your family\n- Get input and ideas from your kids"

"By Cheryl Czuba – Retired Extension Educator Community Development, Families\nThis article was originally written around winter holidays, but we feel a lot of the ideas can be applied to any season.\nThe holidays will soon be here and are full of special traditions. At this time of year we think about our own special rituals – baking cookies, trimming the tree, lighting candles – which are passed down from generation to generation. We also perform routine rituals together such as meals, games, and chores .Rituals provide many important elements for our children’s development. They can help create a sense of belonging and being loved, teach family values and beliefs, build shared memories and contribute to one’s sense of identity. Rituals help give us a sense of stability, predictability and order.\nWhat Are Family Rituals?\nMost of us think of rituals as major, formal events that mark life’s turning points: weddings, baby showers, graduations, and funerals. We also perform daily rituals such as waking and getting off to work or school, weekend rituals of completing chores, seasonal rituals of raking the leaves or putting up the holiday tree. Whatever the event, the predictable pattern of planning, doing the activity or work and relating to others, creates what we call a ritual.\nBut what if you or your family have moved away, your work schedule changes, relationships in your family change or simply, you just want a change? Adults may understand the reasons for these changes, but children may not. That’s why it is very important for parents or adult relatives to connect with their children. Adults can help children create rituals. Creating new rituals doesn’t have to take a lot of time, money or energy. It can be as simple as reading to your child each night, enjoying a movie and pizza every Friday night or discussing what’s happened at your child’s school.\nWhat kinds of rituals are there?\n- There are three kinds of rituals:\n- Family celebrations: birthdays, marriages, graduations, baptisms, holidays.\n- Repeated family traditions: vacations, reunions, or other special times.\n- Patterns of family interaction which are part of daily life: dinnertime, bedtime, picnics, or weekend routines.\nWhat’s the purpose of family rituals?\n- Family rituals fulfill five key purposes.\nFocusing on each purpose may help you invent new routines and special events to enrich your life together.\nCommunicating, caring , problem solving, balancing individual and together time:\n- Example: Set aside individual time with your child, letting your child choose what to do.\n- Example: Teach pre-schoolers communication rules such as taking turns (vs . interrupting)and making requests (vs. making demands)\nAdapting to new stages of development or crisis:\n- Example: Create fun time, support time and work time for all family members when one member is in the hospital.\n- Example: Continue inexpensive family recreation (trips to park, exercise or crafts) when parents are in the midst of high stress such as unemployment or being extremely busy.\nActs of forgiveness and recovery from loss:\n- Example: Plant a flower/tree or cook a meal together to foster a feeling of cooperation and reconciliation.\n- Example: Visit a gravesite, place a flower in a loved one’s memory or share memories to ease grief after loss.\nAffirming family values, faith, life experiences.\n- Example: Prepare special family crafts such as homemade ornaments or recipes for cultural or religious holidays to help give children a sense of belonging and identity.\n- Example: Set aside time for community service and/or assist neighbors in need.\nSpecial events recognizing holidays or accomplishments.\n- Example: Organize theme parties to recall great successes, overcoming difficulties, or events shared together.\nFamilies that have the strongest ties, have the most rituals. Consider the rituals that hold meaning in your life and decide if you need to change them or add more."

"Connections: Schools (Social Studies, Language Arts); Seniors Groups/Facilities; Families; Community Groups.\nWhat You Need: Copies of Something to Remember Me By; paper; pen/pencil.\nWhat is a ritual? Why are traditions and rituals important? You may want to read The Magic of Traditions & Rituals section in this kit.\nWhat are the rituals in Something to Remember Me By? Many of the visits between grandmother and granddaughter end with the grandmother's words, \"I want to give you something to remember me by.\" Then she gives her young granddaughter a small keepsake. This becomes a tradition, a ritual between grandmother and granddaughter. It's also implied that the granddaughter regularly tells her grandmother, \"You're the best grandmother in the whole world!\" This is another little ritual.\nMake a list of all the rituals in your life, things you regularly do with your family and can count on. Do you have rituals with your parents and grandparents, or children and grandchildren? Perhaps you wave good-bye from the same window, or have a regular Friday evening date for pizza. Do you have holiday rituals? Do you have daily rituals? Daily rituals can be very ordinary, like a parent reading a story to a child before bed every night. Why are rituals important in your life?\nFor other activities related to rituals, see the Memories & Traditions section of this kit.\nI Opened the Cedar Chest and Inside I Found...\nConnections: Schools (History, Language Arts); Seniors Groups/Facilities; Families; Community Groups.\nWhat You Need: Copies of Something to Remember Me By; copy of \"Ads for Lane Cedar Chests Through the Years\"; paper; pen/pencil.\nDo you know what a cedar chest is? Do you or does someone in your family have one? Where did it come from? What does it contain? What does it mean to you?\nFind all the places in Something to Remember Me By where the cedar chest appears. (Answer: title page, dedication page, 11, 19, 20, 22, and 28. Bonus Answer: the page border design is based on the lid and bottom wood carving of the cedar chest.) The cedar chest is closed on the title page and open on the dedication page. Why? How does this relate to the story? Why is the cedar chest an important part of the story?\nA cedar chest is a unique piece of furniture. It carries a lot of emotion. A chair is usually just a place you sit, and a table is a functional piece of furniture you eat on. But a cedar chest is special. The cedar chest is one of the most precious keepsakes I have from my grandmother. My grandfather actually gave my grandmother the chest, and then she passed it down to me. My grandmother assigned a special piece of furniture to each of her children and grandchildren. From the time I was five years old, my grandmother would tell me that some day the cedar chest would be mine. And I took care of it! I might have bumped into the other pieces of furniture in my grandmother's house, but I was always extra careful around that cedar chest. The cedar chest is special to me not only because it's a beautiful piece of furniture and a keepsake from my grandmother, but also because of all the keepsakes it holds. It really is a \"treasure chest.\" A cedar chest is a safe place to hold some of your most important and special treasures. For example, my grandmother used to do a lot of needlework, and I have so many beautiful things that she made by hand. Sometimes, when I'm feeling down, I visit my cedar chest and all the wonderful memories it holds cheer me up.\nHistorically, cedar chests were sold as romantic wedding gifts and as \"hope chests\" for young women to keep special items in anticipation of their marriage. Today, cedar chests are decorative and functional pieces of furniture that are also a place to hold a lifetime of a family's memories, protected and ready to be passed on to the next generation.\nThe Lane Furniture company is the largest manufacturer of cedar chests. Compare their ads from the past to their present-day ads. What do you think of the ads? How have they changed over the years? Who do you think bought cedar chests in the past? Who do you think buys them now?\nIn 1912, John Lane attended a bankruptcy auction in Altavista, Virginia and bought a small packing box plant for $500. A former furniture manufacturer there had told John that cedar chests were his most profitable item. So, John suggested that his son, Edward Hudson Lane, try his hand at starting a chest factory. Ed Lane was just 21, had no manufacturing experience, and had never even heard of a cedar chest. But he jumped in enthusiastically. His first cedar chest was priced at $19 -- and you could buy it for $1 down and $1 a week after that.\nThe company's initial years were difficult. The product was crude, production methods were basic, there really weren't any sales people, and financing was in a nearly constant state of crisis, or as Ed later related, \"we were only one jump ahead of the sheriff most of the time.\" But by the time John Lane died in 1930, Ed's plant was turning out between 250 and 300 cedar chests per day. John had been amazed that they could keep selling as many chests as they produced.\nWhen the US went into World War I in 1917, the chest company found itself in the position of either going out of business or manufacturing something that would contribute to the war effort. The plant began production of pine ammunition boxes. It was during this time that Ed learned a valuable lesson about assembly line production and efficiency.\n1922 was a turning point for the company. Lane began advertising its cedar chests nationally. One of its first ads was a black & white, two-page ad that appeared in The Saturday Evening Post. Cedar chests became a symbol of romance -- as authentic a symbol of romance as the wedding ring.\nWhen the Japanese attacked Pearl Harbor and the US entered World War II, Lane tried to find its place in the \"work or fight\" defense program of the time. Government officials who came to inspect the Lane plant to determine what should be made there decided that the cedar chest production line was so efficient that it could continue on the condition that additional facilities be built for the war effort materials. Under the usual wartime restrictions on use of metal, glue, and for a time even wood, cedar chest production continued along with production to fill government orders for aircraft plywood, wood plane tail assemblies, landing craft parts, dog sleds, and wood glider wings.\nWartime letters from servicemen who wanted to have cedar chests sent to girlfriends or wives prompted Lane, through its national advertising, to set up a network between servicemen, a special Lane correspondence staff, home-town stores, and the \"girls back home.\" This boosted the morale of both servicemen and their families. In 1943, in Life and The Saturday Evening Post, Lane ran the ad with the headline, \"What does a fighting man dream about? He thinks of his enemy, but dreams of the girl back home.\" The idea of a cedar chest as a \"hope chest\" was born.\nEdward Hudson Lane died in 1973, just over 60 years from the time he went to Altavista to start the cedar chest factory. In that time he created an American tradition. Today, cedar chests are collectibles and are given as gifts for holidays, weddings, birthdays, graduations, and anniversaries.\nTry your hand at writing a short story that starts with the phrase, \"I opened the cedar chest and inside I found...\". Let your imagination go. What kinds of things would you keep in a cedar chest? What do you think your parents or grandparents, or children or grandchildren might keep in one?\nVariation: Children can make up silly cedar chest stories. For example, what might Santa keep in his cedar chest? What about Dracula? Madonna? The Queen of England? Harry Potter?\nConnections: Schools (Art, Social Studies, Language Arts); Seniors Groups/Facilities; Families; Community Groups.\nWhat You Need: Copies of Something to Remember Me By (or photocopy and distribute the black & white version of the kitchen illustration); paper; pencil crayons and/or markers.\nA great intergenerational activity is to have young and old compare kitchens of the past with kitchens of the present. Research shows it's not the living room or dining room that's the best place in the house to make a cozy intergenerational connection. It's the kitchen. Yes, the kitchen is a bit of a \"grandma-and-cookies\" stereotype. But, both adults and children tend to be most relaxed and receptive in the kitchen. We smell and taste in the kitchen; we talk about and learn things in the kitchen.\nUse the first illustration in Something to Remember Me By as a starting point for discussing kitchen memories. The illustrations in Something to Remember Me By were painted using watercolors and casein on a 100% rag, cold press surface illustration board. Watercolor is made up of powder color bound with gum arabic and glycerine. It is a transparent medium applied with water. Casein is a water-based paint that dries semi-waterproof. Painting emphasizes the use of color to convey meaning and emotion. What are the dominant colors in Something to Remember Me By? Why are they appropriate for the story? Do the illustrations look unrealistic and dreamlike, or the way things really look in the world? Why is this style appropriate for the story?\nBoth young and old love the big, sunny, bright, warm kitchen illustration that starts Something to Remember Me By. So many people at my readings and workshops say it looks \"exactly\" like their grandmother's kitchen! What do you see in the kitchen? What is the grandmother doing? What is the granddaughter doing? What was the granddaughter doing just before she started her current task? How does the kitchen look like your kitchen? How does it look different? What appliances and utensils did kitchens of the past have? What appliances and utensils do they have now?\nA mixed group of children and adults, including grandparents or older adults in a local seniors group/facility, can talk about what their kitchen (or mother or grandmother's kitchen) looks or looked like. Describe the kitchens in great detail. Each person should take the group on a \"mind tour\" through their kitchen. Where is the doorway? Where is the table? The stove? The refrigerator? Is there a window? Describe the items in the kitchen, furniture, appliances, colors, smells. What do you remember about special times spent in a family kitchen?\nThen, everyone can get creative and draw their kitchens. For older adults with limited physical ability, young people can follow instructions an older person gives on how to draw the kitchen they remember.\nFrom Holiday Activity Kit by Susan V. Bosak ©2003"

"There as many purposes and functions to ritual as there are types of rituals. There are secular rituals, such as the daily morning ritual of waking, eating and bushing teeth in a certain order and timing. These rituals give order and meaning to our daily activities. They provide comfort in the mundane and a sense that the world is as it should be. Much like a good luck charm, if these rituals are not observed, they can make the rest of the day feel just that little bit off, or wrong somehow.\nThere are legal rituals that signify to society that some sort of contract has been entered. These often overlap with religious rituals and may employ religious language. The ritual of the swearing in of a President of the United States, or a judge are secular examples of these rituals. Weddings, and funerals are great examples of where the religious forms overlap with the legal. Both express a legal state of being that affect how a persons personal holding will be dealt with in the future.\nReligious rituals provide a framework in which a person or group of people may leave the profane and enter into a state of sacred actions. During these rituals, the participants use certain symbols combined with actions, to interact with one another on a spiritual level. Contact with extra natural beings, such as Gods or spirits, can also be part of this type of ritual. These rituals rely on common myths and symbols to convey meaning to the actions of the congregation. A Catholic Priest holding up the Eucharist and proclaiming it the blood and body of Christ is using the story of the crucifixion as well as the myth of transubstantiation to create a moment of deep meaning for those who share the Catholic worldview and culture. Religious ritual can provide a reinforcement of a cultural view point of reality while being deeply moving to even those who do not share the theology.\nRitual ultimately is a structure that we use to define the brief moments of our lives.\nThe Definition of Ritual; http://anthropology.uwaterloo.ca/courses/Anth311/Ritual%20Defined.htm\nBibliography of Social Anthropological Theories of Ritual Meaning and Function, Sharon Morris (1996); http://pages.swcp.com/~ldraper/slim/biblios/morris.html\nAnthropology of Religion: Overview of Religion; http://anthro.palomar.edu/religion/rel_1.htm"

"What an abundance of materials there are for parents, about the many facets of raising children. This includes the daily concerns of eating, toileting and sleeping, and even religious upbringing. The advice might reflect the newest trend, might be traditional, might focus on family patterns, or share the latest research. It can be comforting, confusing, and even contradictory.\nRegarding religion in family life, it’s often not until a parent becomes a new mom or dad that they seriously give thought to the values that they want to instill in their children. Deciding what to incorporate into one’s home life can be influenced by the proximity and influence of extended family, or a family’s community involvement. Although it might seem daunting at first, small steps with family rituals are the best.\nA first step for many families, for instance, might be introducing Shabbat to a family’s weekly routine. This can begin as simply as including a challah at dinner time, when the family comes together for Friday night dinner. As children grow and develop, and parents are more comfortable, Jewish rituals can be expanded. More blessings are shared, a special family time is embraced, and parents instill values that give meaning to their developing children.\nThe family ritual can become a common Jewish thread that is shared with others.\nMolded by the cycles of our lives, the repetition of our rituals, and the refining of traditions to the family’s culture, parents create traditions that just might become passed on to the next generation.\nThis summer I experienced the supreme honor of passing down the Torah to my daughter, who passed it on to her daughter, at my granddaughter’s Bat Mitzvah. This ceremony was similar to both my daughter’s Bat Mitzvah, and mine, and at the same time, my granddaughter was creating her own legacy. My granddaughter, who is of Jewish, African American and Jamaican ancestry, exemplified how a Jewish tradition can be a reflection of the participant, combined with traditions from the past. Our Jewish rituals can become imbued with the unique influences of each family.\nOur connections are multiple, whether through religion, ethnicity or nationality, and it’s up to each of us to teach our children the values that bind us together. Both family and communities, such as schools/congregations, are the sources of learning. It is there that children can participate, explore, and discover the meaning of what we, the Jewish community, hold important. The warm, loving feelings that surround a ritual, the togetherness with others in celebration of a holiday and the expression of beauty in embracing a tradition is the responsibility of all those who care for the next generation.\nWhoever teaches her daughter teaches not only her daughter but also her daughter’s daughter—Tand so on to the end of generations—Talmud.\ndeborah pruitt IS The Director of Temple Beth Israel of Pomona’s Preschool for the past 30 years and A CONTRIBUTING WRITER TO KIDDISH."

"During the next two weeks we will find both Jews and Christians celebrating some of the most sacred rituals of their respective faith traditions. Holy Week begins this coming Sunday for Christians and culminates with the celebration of Easter the following Sunday. Passover begins next Friday and continues for the following eight days. Each sacred ritual will draw on ancient traditions. Stories will be told. Songs will be sung. Prayers will be offered. Faith will be renewed. Community bonds will be strengthened.\nRituals are essential for ordering our lives. They help form our identities, both individually and communally. Rituals are how we pass on wisdom and beliefs across generations. It is clear how this happens through religious rituals, but have you ever thought how this is true for personal and family rituals, as well?\nAll families have rituals that make them unique. Family rituals are common around the sharing of meals, bedtime routines, celebrating holidays, enjoying vacations, recreating, and participating in spiritual/religious celebrations. Family rituals embody values and core beliefs that are important to each family and help ground and form the identities of the members of the family. What family rituals have been important in your life? Are there family rituals that have been passed on through the generations? What do they say about your values and those of your family?\nFor many years, when our children were young, I would make pancakes every Saturday morning. Blueberry pancakes were a favorite, as were pancakes shaped in the form of each child’s initials. The family time around the breakfast table was every bit as important as the meal we shared as it provided a chance to hear about each others’ week and to talk about plans for the upcoming weekend. This simple ritual, among many others, helped ground and bond our family together.\nThe important ingredient in participating in rituals, whether family or religious, is how we choose to participate. How we show up makes all the difference. Choosing to be mindful and fully present means that we will both receive the most from and give the most to the experience. If, however, we are distracted, simply going through the motions of a ritual, we will likely receive little and give little to the experience and to those who are participating with us.\nAs many of us prepare to celebrate the sacred rituals of our particular faiths, may it be a time for us to also remember the importance of the sacred rituals of our daily lives spent with family and friends. And whether we find ourselves making blueberry pancakes for our family, telling a favorite bedtime story, or attending religious services may we do so joyfully and mindfully, choosing to bring our full selves to these most important and defining experiences."

"Even simple rituals like a song before bed can hold special meaning for families. Family rituals make family members feel good and create a sense of belonging by letting everyone know what’s important to the family and giving everyone a sense of identity.\nFamily rituals: why they’re important\nRituals are things that only your family does. They help communicate ‘this is who we are’ and give you a sense of belonging.\nYou might not be aware that you have rituals, but even a special song at bath time adds to your child’s sense of security and belonging.\nSome rituals might have been handed down from your grandparents or other relatives, like always opening Christmas crackers with the person on your left, or always having chocolate cake on Sunday night. Others you might create as a family.\nYour family’s rituals might include celebrating religious and cultural festivals. Another kind of ritual might be going on a special outing with just one other family member. A ritual can even be a crazy handshake, a game in the car or the way you always wink at your daughter after you drop her off at school. They all help build family ties.\nRituals can help comfort children in unfamiliar circumstances. If your child loves listening to you read a bedtime story before lights go out, carrying on that tradition will help him sleep when he’s in a different place.\nRituals and routines add to your children’s feelings of security and predictability.\nRituals can strengthen your family’s values (in the same way that traditions, family activities and gatherings do) and help pass these values on to your children. Rituals also teach children skills like how to interact with others.\nDifferent kinds of family rituals\nRituals are often linked to religious festivals like Christmas, Chanukah or Ramadan.\nYour family might also have rituals for birthdays, mealtimes, bedtimes, weekends and cultural festivals, like Diwali, Halloween or Australia Day.\nYour rituals might be things that no-one but your family understands – special morning kisses, code words for things, a restaurant you always go to after the movies, unusual food combinations or your own rules for sports.\nA ritual could be a common interest with someone in your family, such as going to football matches, studying insects, watching a particular TV show or playing a favourite board game. It might be riding bikes on Sundays, making scrapbooks, arranging family photo albums or making all kinds of different flavoured jellies or cup cakes.\nTips for fun rituals\n- At least once a month, make time for an activity your children enjoy.\n- Get your children to suggest something they’d like to know about you or your family – for example, your childhood or how you and your partner met – and make it part of a mealtime conversation.\n- Look through old photo albums so your children can find out more about your family history.\n- Gather suggestions for mealtime conversations, perhaps from the newspaper or the day’s events.\n- Allow family members to take turns offering ideas for family activities each month.\n- Take turns including friends in your family traditions."

"We all have traditions. Some we may dread, like visiting an eccentric aunt’s home every Thanksgiving. Others we may cherish, like making gingerbread cookies with our kids every Christmas. No matter our feelings toward the various traditions in our lives, each one contributes an important role in our sense of belonging and value. We know we are part of our family when we are part of our traditions. Similarly, our small groups can discover a deeper bond when we intentionally use traditions to help us show up predictably and create safe spaces.\nA small group tradition can be anything the group does together on a regular basis to celebrate their bond to one another. These traditions can create meaning in any phase. In fact, most traditions are pretty simple, and some you may not even see as traditions initially.\nMaybe you greet your preschoolers every week by singing a song together.\nMaybe you have a “high five” ritual you go through with each of your elementary kids.\nMaybe your middle school students take the time each month to write notes of encouragement to others.\nMaybe your high school students take time each month to serve at a local food pantry.\nEach tradition we hold lets the kids in our groups know they belong. The security and value this provides can be transforming over time and can teach values that we may not be able to teach in just one weekend.\nSo whether you are considering a new holiday tradition, creating a milestone tradition, or simply looking for ways to make your weekly traditions more personal, here are some things to consider.\nKeep traditions simple, but personal.\nIf you are presenting your kindergarten small group with their first bibles, nothing makes the kids disinterested faster than having an overly complex or drawn out process. When you keep a tradition simple, you make room for it to be personalized for each member. When you keep a tradition simple you allow room for each kid to contribute their own flare to the tradition. When you keep a tradition simple you make it easier for the kids to remember and maybe even replicate later in their lives. Remember, often less is more.\nMake traditions fun.\nFun is the fuel that keeps traditions going. Not all traditions need to be serious (though serious traditions can also be fun!). A large part of the experience is remembering it is fun to belong in the group and discover your uniqueness together. What are some ways you can celebrate what makes your group special and how can you make that celebration fun? Without fun, traditions begin to lose their appeal and eventually their meaning. When fun is intentionally a part of our traditions, it gives everyone permission to contribute.\nRemember, consistency is key.\nThis might sound obvious when we’re talking about traditions, but it is important. Every tradition started with a first time. They only became a tradition, however, when they were repeated. A good question to ask yourself might be, “would your kids miss it if the tradition didn’t take place?” By staying consistent we create a sense of security and a sense of expectation. Our groups have something unique and meaningful to look forward to at each transition, milestone or holiday.\nWhen we keep traditions simple, fun and consistent we repeat meaningful behaviors over time with our groups. These traditions become part of each kid’s story. Part of how they understand being part of a small group, or the church. It gives them a tool to use to celebrate their relationships and their uniqueness.\nWhat traditions does your small group have that are still working?\nWhat traditions need some life breathed into them?\nWhat traditions have run their course and might need to be replaced?\nWhat are some new traditions you can create for your group?\nShare your tradition ideas below!"

"We all have traditions. Some we may dread, like visiting an eccentric aunt’s home every Thanksgiving. Others we may cherish, like making gingerbread cookies with our kids every Christmas. No matter our feelings toward the various traditions in our lives, each one contributes an important role in our sense of belonging and value. We know […]\nWe all have traditions. Some we may dread, like visiting an eccentric aunt’s home every Thanksgiving. Others we may cherish, like making gingerbread cookies with our kids every Christmas. No matter our feelings toward the various traditions in our lives, each one contributes an important role in our sense of belonging and value. We know we are part of our family when we are part of our traditions. Similarly, our small groups can discover a deeper bond when we intentionally use traditions to help us show up predictably and create safe spaces.\nA small group tradition can be anything the group does together on a regular basis to celebrate their bond to one another. These traditions can create meaning in any phase. In fact, most traditions are pretty simple, and some you may not even see as traditions initially.\nMaybe you greet your preschoolers every week by singing a song together.\nMaybe you have a “high five” ritual you go through with each of your elementary kids.\nMaybe your middle school students take the time each month to write notes of encouragement to others.\nMaybe your high school students take time each month to serve at a local food pantry.\nEach tradition we hold lets the kids in our groups know they belong. The security and value this provides can be transforming over time and can teach values that we may not be able to teach in just one weekend.\nSo whether you are considering a new holiday tradition, creating a milestone tradition, or simply looking for ways to make your weekly traditions more personal, here are some things to consider.\nKeep traditions simple, but personal.\nIf you are presenting your kindergarten small group with their first bibles, nothing makes the kids disinterested faster than having an overly complex or drawn out process. When you keep a tradition simple, you make room for it to be personalized for each member. When you keep a tradition simple you allow room for each kid to contribute their own flare to the tradition. When you keep a tradition simple you make it easier for the kids to remember and maybe even replicate later in their lives. Remember, often less is more.\nMake traditions fun.\nFun is the fuel that keeps traditions going. Not all traditions need to be serious (though serious traditions can also be fun!). A large part of the experience is remembering it is fun to belong in the group and discover your uniqueness together. What are some ways you can celebrate what makes your group special and how can you make that celebration fun? Without fun, traditions begin to lose their appeal and eventually their meaning. When fun is intentionally a part of our traditions, it gives everyone permission to contribute.\nRemember, consistency is key.\nThis might sound obvious when we’re talking about traditions, but it is important. Every tradition started with a first time. They only became a tradition, however, when they were repeated. A good question to ask yourself might be, “would your kids miss it if the tradition didn’t take place?” By staying consistent we create a sense of security and a sense of expectation. Our groups have something unique and meaningful to look forward to at each transition, milestone or holiday.\nWhen we keep traditions simple, fun and consistent we repeat meaningful behaviors over time with our groups. These traditions become part of each kid’s story. Part of how they understand being part of a small group, or the church. It gives them a tool to use to celebrate their relationships and their uniqueness.\nWhat traditions does your small group have that are still working?\nWhat traditions need some life breathed into them?\nWhat traditions have run their course and might need to be replaced?\nWhat are some new traditions you can create for your group?\nShare your tradition ideas below!"

"Family rituals and traditions are a positive source of identity for children. They provide a link between themselves and the people they love, a link between themselves and their culture and family history. They are different from simple routines. Routines are regular, moderately consistent process (bedtime, bath time, morning) that help children understand what comes next and provide structure and a sense of security and safety. Rituals are also a form of routine, but they are linked more directly to a context, special holiday or a culture. They include things like saying grace before meals or an intentional preparation for a special meal. Traditions tell the story of a family, strengthen family bonds, teach values and pass on heritage. Researcher Marshall Duke has shown that children who have an intimate knowledge of family history are more confident, well-adjusted and less anxious than children who don’t. Family traditions around holidays are important. Here are some ways to create new traditions with your children.\n• Ask your children to tell you about your family holidays. You will learn what they see, feel and remember; what they like and don’t like so much. (You don’t need to change what you do to please them!)\n• As a family, talk about ways that you have helped others this year and brainstorm about how each person can contribute to the well-being of others in the coming year.\n• Talk about “four desires” with each child: one gift, one ‘together present’ (time, or event with parent), one book, one ‘giving’ present.\n• Share holiday traditions with neighbors or friends – a night walk, a Winter Solstice celebration, a meal, a candle lighting, a cookie baking event or something in which you can share traditions.\n• Take a nature walk to gather greenery for decorating.\n• Have children create a “giveaway box” by deciding (with them) which toys they don’t need and clothes they’ve outgrown, to give to those less fortunate.\n• Watch a different holiday movie each weekend during December.\n• Capture Memories. Encourage your children to record your family rituals. They can take pictures, write or draw about special things you do. Save what is created to review next year.\nWhat traditions do you value from your past? Which have you created with your family? Please share them on our Facebook page."

"However you gather for the holidays, chances are that you have some familiar rituals to help celebrate the day. Some families serve the same meal year after year, others change the meal to reflect what's new and fashionable in the world of food. Some families participate in traditional activities like watching football, playing cards or taking walks in the woods. For others, the meal is a swat-team event where everyone is in and out in two hours. As time passes, we add new faces in the form of new relatives, friends and children, and those people become a part of the tradition too.\nPsychologically, holiday traditions are important because we embed our values and belief system into them. This may include our beliefs about the importance of spending time with family, how children and the elderly are treated and valued, the roles of men and women and the importance of faith and religion. However we address these issues, either directly or subtly, we pass our beliefs on to our children. What appears to be a simple get-together is in fact much more.\nThink for a second about what it means to you to have a birthday. How do you celebrate it and where did this tradition come from? Holidays like Thanksgiving, Hanukkah and Christmas are the same. Every holiday celebration is a statement to the world about what we believe in.\nBut what happens if your holiday traditions are not enjoyable? What if the conversations around the table are frustrating or the day itself doesn't reflect of your deeper belief system? The short answer is that you have to decide what you want to get out of the holiday and make it happen. You have to create your own traditions by augmenting those that already exist or developing brand new ones.\nThink BIG about this idea because there are many ways to add your traditions, even if your family is rigid and set in their ways. Here are five tips to get started:\n1. Think about what you want to feel once the holiday is over. For example, do you want to escape the commercialism of the holiday and connect with its deeper meaning? Do you want to rest during your time off from work? Do you want to feel like you talked with people who think like you? When it's all over what do you want to have experienced? The first step to a fulfilling holiday is to identify what a happy holiday means to you.\n2. Accept that you have choices and that your time is your own to spend. Acknowledge that you make your own choice about where to spend time and how much of that time to give away to others. Top 9 Tips For A Successful Visit With The Family\n3. Recognize that you are also responsible for the consequences of those choices. If you're rocking the boat by taking a trip to Europe for Thanksgiving instead of going home to the folks, they might be upset. Own your choices and communicate your feelings to those involved. When you share your plans, talk from the place of \"I\" and try to avoid blaming others for your choices. For example, \"I want to spend my Thanksgiving in Europe….\" Instead of, \"I'm going to Europe because we fight over the turkey each year.\" You made the choice; own it and be responsible to it.\n4. Feel free to start small. You may want to experiment with the traditions you want to create; don't feel like you have to give the whole day a makeover right away. Add a side dish to change the menu, take two hours to volunteer, spend one less day with your parents but still visit with them. Small changes can lead you to bigger ones.\n5. Finally, recognize that other people in your family may not want the same changes you do—and that's okay. For many people the consistency of traditions is part of what make them special. They hold tightly to traditions even if they don't particularly care for them. Remember: you have choices, you own your time, and compromise can be your friend.\nThe most important thing to remember is that how you spend your holidays is a reflection of what you believe in and will surely be passed on to future generations. Take what you want, leave the rest and feel free to experiment. Through that process you'll find out what traditions you want to carry on and share with the ones you love."

"Fish and chips on a Friday night. Served straight from the paper, with lots of salt and vinegar. When I was a child that was the ritual in our family. When dad got home from work the whole family would have a ‘lounge room picnic’ with our fish and chips. We would talk about the week gone by and there would always be laughter and connection. In a family that was very busy, it was a happy ritual.\nWe had other little rituals, like singing Neil Diamond songs in the car (Oh yes!) and specific birthday meals. I’m sure your family rituals come to mind easily, because they were important, even if they didn’t seem so at the time. They were part of the glue that held your family together.\nWhat is Ritual?\nRitual is an old fashioned word. It is associated with tribal ceremonies, the inner workings of churches and forgotten habits of generations past. However, ritual is one of the most powerful protective behaviours you can share with children today. It is proven to contribute to the creation of strong, resilient people.\nLet’s define ritual. It isn’t just the property of the past. Rituals are repeated events and processes that occur in families, schools, workplaces, teams, countries and even in our global communities. They can be as simple as fish and chips on Friday nights or as complex as a weeklong wedding in India. The difference between a routine and a ritual is that a ritual takes on some symbolic meaning.\nThe Impact of Rituals\nThe beauty of rituals comes in the safe space they provide for people. They are the times when decisions don’t need to be made, anxious feelings are quieted and there is a sense that you belong to something bigger than yourself. You are connected and safe. Rituals keep you centered, even in uncertain times.\nCreating and maintaining rituals is a vital part of the holistic education of children. It is proven to contribute to protection against:\n- Drug and alcohol abuse\n- Sexual abuse\nRitual also aids:\n- Openness to experience\n- Ability to cope with loss and grief\n- Ability to cope with trauma\nIt makes sense. When we feel connected to something bigger than us, we feel nourished and more able to cope.\nRituals in Communities\nSchools recognise the value of ritual. In primary schools there are birthday rituals, start of the day welcomes, end of day reflections and in religious schools there is prayer and its associated iconology, actions and tone. In secondary schools where there is less stability in the class grouping throughout the day, there are deliberately created communities with their own rituals.\nAt my school we have a very strong House system. Each House is a community of about 140 students. These Houses have their own rituals in the forms of songs, celebration days and meals. As a college we also have long established rituals that contribute to belonging and resilience. The age of these rituals connect us to thousands of people who have passed this way before us and all those to come.\nEstablished rituals are important, but so is the creation of new ones. New rituals should mark new communities, and especially new families, and they should be spoken about. I love hearing a child say, “In our family we always…” In an age of new blended families this is especially important. These families are often the result of turmoil and loss, but they are also a bright new beginning and they should have celebrations of their own, while still recognising rituals from the past.\nRituals and Resilience\nSyracuse University psychologist Barbara Fiese, Ph.D. and her colleagues researched family routines and rituals over a period of 50 years. They found that family routines and rituals could be positively linked with strong personal identity, health in children, academic achievement and closer family bonds. They found that rituals offer stability during times of stress and change.\nResilience in an unpredictable world is one of the greatest gifts you can give your children. A measure of great resilience is if they can:\n- Feel confident even when things are not going their way, and know that the bad things will end.\n- Recover from loss while still acknowledging and experiencing it.\n- Accept happiness and high points without worrying about when their good ‘luck’ will end.\nIf ritual can help with this process…then it is worth thinking about.\nWe have become a very noisy culture. We seem to value speed, efficiency and constant motion. We have lost the celebration of stillness. It is little wonder that anxiety and depression are among the leading illnesses in Western culture, particularly among young people. Ritual can help create the calm and connection we need.\nVisit Linda’s Facebook page here\nLinda Stade has worked in various teaching and management roles in education for twenty-five years. She has worked in government and private schools, country and city, single sex and co-ed. Currently she is the Research Officer at Santa Maria College, Western Australia."

"Products and Applications at Key Stage One: Some Small Tasks for Looking At Hats\nOne of the trial units from the Nuffield Primary Solutions in Design and Technology. In this unit, children explore when and why hats are worn: as parts of uniforms or for protection, for example.\nChildren also begin to make annotated drawings, begin to consider procedures for\nmanufacture and, through talk and simple research, they begin to understand why products\nlook as they do and that products are made for users who have needs and preferences.\nHEALTH and SAFETY\nAny use of a resource that includes a practical activity must include a risk assessment. Please note that collections may contain ARCHIVE resources, which were developed at a much earlier date. Since that time there have been significant changes in the rules and guidance affecting laboratory practical work. Further information is provided in our Health and Safety guidance.\nMore like this\nResource by: Nuffield Foundation\nThe resource is part of Nuffield Foundation\n- Nuffield Primary Design and Technology\n- Working with Products and Applications at Key Stages One and Two\n- Products and Applications at Key Stage One: Some Small Tasks for Looking At Hats"

"There are fun filled activities for children to do within the Technology\n- Things we wear unit of study. The children will undertake activities\nto find out more about materials. Please use the pre-loader buttons on\nthis page. This will save time downloading the activities in class and\ncan be done from this page beforehand. If possible, pupils should watch\nthe television unit which supports this site and which deals with clothes\nfor particular weather: What? Where? When? Why? - Weather Wraps\nand What? Where? When? Why? - Suitable Suits. For transmission\ndetails click here. Viewing\nthese programmes would help the children as they attempt the various activities\nin the site.\nThe What section deals with suitability for function.\nStrands and Attainment Targets Knowledge and Understanding\nNeeds and how they are met: talk about some everyday needs and the things\nthat are made to meet these (level A).\nResources and how they are managed: talk about how materials can be used\nor changed for specific purposes (level A).\nLevel A - suitability for function: matching 3 different types of fabric\nto 3 specific weather conditions (hot, rainy, cold).\nWhen the matching game is completed, there is a reward task to design\na T-shirt that can be printed if wished.\nLevel A - designing and making a T-shirt from given criteria.\nThe Where section looks at materials and where they come from. All processes\nhave been simplified and only show the main steps. Our process shows fleece\nto jumper, but teachers can make children aware of other items which can\nbe made from wool e.g. blankets, socks etc. If required, the pupils can\ndo further research in the classroom.\nThe When section follows one particular design process.\nIt should be noted that this is a sequence that follows the design process\nused in this site. The order may change in another design process. Pupils\nshould watch the clothing\nfactory video clip before attempting this section of the website.\nStrands and Attainment Targets\nKnowledge and Understanding\nProcesses and how they are applied: give examples of sequences through\nwhich some familiar products are made (level B).\nThe Why section investigates the purpose of specialist clothing.\nThe words to the song can be found in the television\nteachers' notes area. Strands and Attainment Targets\nKnowledge and Understanding\nNeeds and how they are met: describe how some everyday needs are met by\nfamiliar and new products (level B).\nLevel B - pupils learn about special clothing. Pupils select suitable\nitems for a fire-fighter and builder\nHelp icon. On each page there is a HELP icon (illustrated right), which gives instructions\nTeacher's icon. You will find this teacher's icon ( illustrated right) on the top left\nhand corner of your screen in the flash site only. On each page, this tells\nthe teacher how to complete the activity and allows you to exit from the\nWe have provided a forward plan which you can print out. Here you will\nfind information about levels, strands, and attainment targets for knowledge\nand understanding, skills, developing informed attitudes and ICT .\nWe have provided a short video about making clothes which can be viewed\nas part of the WHEN section. This 30\" video shows a designer working at\na computer, a pattern being printed onto paper, rolls of fabric, layers\nof material being cut, sewing machinists at work and an end product!\nThere is also a video available of a silkworm and can be viewed as part\nof the WHERE section.\nBBC Scotland - Around Scotland\nAround Scotland Technology - things we wear is a site for 10 - 12 year\nolds and which\nincludes the following activities: Which fabric? What colour? How we make\nclothes, and Make your own."

"Personal, social, health and economic [PSHE] education is an important and necessary part of all pupils' education. PSHE is a non- statutory subject and can encompass many areas of study. Our PSHE education programme is used to equip pupils with a sound understanding of risk and the knowledge and skills necessary to make safe and informed decisions. The programme builds on the content of the National Curriculum and statutory guidance on drug education, financial education, sex and relationships education [SRE] and the importance of physical activity and diet for a healthy lifestyle.\nOur PSHE curriculum in the Foundation Stage is taught through the Early Years Foundation Stage statutory framework. Personal, Social and Emotional development is taught through three areas;\nIn Key Stage 1 and Key Stage 2 our PSHE curriculum is taught through SEAL, in half termly topics.\nThemes include -\nWe have an additional Keeping Safe Week in January, when the whole school focuses on different elements of Safety including; e-safety, safe/unsafe relationships (including the dangers of gangs and knife crime for our older children), road safety, drugs, alcohol and tobacco and safe situations (including safety in the home). We partner up with many fantastic organisations during this week including;\nPSHE is taught through one weekly lesson.\nChildren use class floorbooks to record their PSHE work."

"PSHE and Citizenship\nPERSONAL, SOCIAL, HEALTH, EMOTIONAL EDUCATION AND CITIZENSHIP (PSHE & C)\nLearning about PSHE and citizenship helps children develop as individuals in a wider society.\nAt Manor School, PSHE plays an integral and crucial part in our school life. It is viewed as a core component of the curriculum and is delivered across the curriculum, in specific PSHE lessons and throughout every school day. There are many natural links with other areas of learning. Children’s personal growth is enhanced by the development of language skills in communication, physical and mathematic skills and social, emotional and moral development. We use the National Curriculum framework to plan, teach and deliver lessons that are differentiated to meet the needs of every pupil as an individual. We set realistic and challenging targets for our pupils and support and guide them in developing PSHE skills.\nThe experiences we offer our pupils help build an understanding of who they are and what they can achieve and so begin a journey of personal development.\nIn the Reception and KS1 children start to learn about themselves as individuals and as part of a larger group. PSHE topics such as ‘Knowing myself’, ‘People around me’ and ‘Looking after our environment’ are covered. We teach key PSHE skills such as sharing, playing together, taking turns, listening to each other, looking after our own and others property and respect for each other.\nLater on in KS2, children learn more about themselves as growing and changing individuals and are encouraged to think about and become aware of their own skills and attributes. Topics include ‘Valuing money’, ‘Medicine and Drugs’, ‘Road Safety’, ‘Recycling’ and ‘Healthy Choices’. Our children are supported in developing skills to keep them safe in the community as they grow up. As part our safeguarding policy, we work in collaboration with the local police running workshops on ‘Stranger Danger’ and ‘Safety on Public Transport’.\nIn year 5 and Year 6, children have the opportunity to take part in Growing Up workshops. Topics such as personal hygiene, body changes and personal safety and the right to say no are explored alongside rights and choices and respecting privacy.\nAt Manor School, we strive to develop independence in all areas of self-help. We allow our children time to learn and practice new skills and that by doing so will experience a sense of achievement and pride.\nTo achieve the above we need parents and carers to consistently work with us in developing the personal independent skills of our children, such as, using the toilet, showering and washing, dressing and undressing, eating. These basic skills can motivate and inspire our pupils. The more children can do for themselves the more positive they will feel about other areas of learning.\nThe augmentative methods used in school to support children in developing independence and organisational skills include verbal and visual cues which support engagement in learning and in the school day.\nAt Manor School, we provide our pupils with many real life experiences, going to cafés, theatres and museums, on trains, tubes and buses and lots more. We value that in doing so we are supporting our children to become aware and recognise their place as citizens in society. We want our children to have a clear understanding of the physical, emotional and social aspects of being a citizen within a multicultural society.\nAcross all key stages children at Manor School are taught about how to keep healthy and look after themselves by eating the right foods and exercising regularly. We use the SEAL curriculum to teach about the five domains of social and emotional aspects of learning: empathy, self awareness, managing feelings, social skills and motivation. Whole school themes such as ‘Good to be Me’, ‘Relationships’ or ‘Going for Goals’ promote self-esteem, independence and confidence.\nA range of practices are employed by Manor School to support children’s transitions to secondary school including:\n- sharing of information between schools\n- visits to schools by prospective teachers\n- visits to schools by children and their parents\n- distribution of booklets\n- talks at the schools\n- taster days.\nWe welcome teachers from other schools to observe transitioning pupils in a familiar environment. We support the organisation of visits by our pupils and their parents to schools. We organise and hold meetings with parents of transitioning pupils and representatives of secondary schools and distribute literature and booklets."

"We are a 3-form entry Junior School. Every six weeks the teachers in each year group to get together for a Planning Day to prepare for the coming half term. These days are invaluable, and here are some of the things teachers do during this precious time.\nReflection the first part of every planning day is spent thinking and talking about what the children enjoyed learning about and the successes they had the previous half term. This acts as a reflection and a celebration, and helps teachers thinks about what made particular activities successful in helping children learn most effectively.\nHook ~ Visit ~ Outcome We plan each half terms work using the same structure. Teachers decide on a hook to engage the children, and visit or visitor to give them a broader experience, and a final outcome that gives the children something tangible to work towards. For example, next term our Y4 topic is ‘The Great Outdoors’. Their hook will be spending a day out in the school grounds shelter building, creating art work and cooking their lunch on an open fire. They will visit a local outdoor centre for a guided walk, and their outcome will be to perform poetry and a dance routine in our amphitheatre.\nThe content to be taught in each of the Foundation subjects has been agreed across the whole school to ensure we teach everything we need to. The way it is taught is up to the teachers to decide.\nRevisit assessment policy We ask teachers to remind themselves of our school assessment and feedback policy. The policy is designed to make feedback as effective as possible while reducing the need for written marking. It has changed over the last year, and it is worth the time spent reading it again and talking about it with colleagues to ensure everyone understands it in the same way.\nGap Analysis At the end of each term the children complete standardised maths and reading tests. At the planning day teachers go through the results, and identify which topics individuals, groups and perhaps the whole class are clearly struggling with. This information is used to help plan what needs, perhaps as a personalised intervention, to be taught during the coming weeks.\nWhat key objectives are we going to teach? Teachers also look at key objectives in reading, writing and maths to identify what the focus of their teaching needs to be for the next six weeks. This is another opportunity for the team to talk together about the approaches they will take and to really understand and think about what the objectives really mean.\nHomework Menus Each year group plans homework for the coming half term to give the children (and their parents) a choice about what kind of activity they would like to complete. This came about because our parent questionnaire showed a wide range of preferences, and we wanted to try something that would meet as many of these as possible.\nOnline Safety and PSHE The final thing teachers do is to identify the activities they will use to reinforce online safety. For example, this term our Year 4, 5 and 6 children will all be following the ChildNet ‘Trust Me’ lessons. We use 1-Decision as our PSHE programme, and teachers decide which units to teach that best fit in with the rest of the curriculum.\nAs you can see, our Planning Days are very busy. I think the most important aspect is that teachers get time together to plan, think and reflect on children’s learning. The quality of teaching, the exciting curriculum and reflective practice we get as a result of prioritising this time make them worth every penny of the money invested into them."

"Social and Emotional aspects of learning\nAs well as all the important academic and creative learning which takes place in our school, SEAL is a significant part of our curriculum and underpins our whole school philosophy.\nWhat is the purpose of SEAL?\nSEAL aims to help children acquire an emotional vocabulary and skills to deal with different and sometimes difficult situations they may face, not only as a child in school but for life in general!\nWe encourage children (and adults) to understand that how they feel has an impact upon how well we are ready and able to learn and interact with each other. Being able to identify how we feel, respond to how each other feels and deal with that is hugely important in helping us grow!\nHow do you feel today?\nSometimes situations occur to shake your can. Then the smallest thing can cause you to pull the ring and fizz over.\nBefore that happens perhaps you need time to put the can down, let it settle and think about how you feel!\nHow are children taught SEAL?\nChildren learn skills through taught sessions which are part of the seal curriculum, as well as in how we deal with any concerns or issues as they arise. The children may learn through reading, writing, drawing, role play, and discussion such as in which ‘circle time’, where everyone has the opportunity to share and actively and respectfully listen to each other.\nThere are five key social and emotional aspects of learning :\n- self- awareness\n- Social awareness\n- Managing feelings skills\nThe objectives of the SEAL curriculum are included in the themes the children learn. They are progressive skills which cover the main focuses of …"

"PREP SCHOOL – SHAPING MY WORLD\nWhen children move into Year 3, they join the Prep School where they start to shape their world. They learn to take responsibility for their decisions, reflect on their actions and build resilience. Passions are discovered and talents realised whilst knowledge and skills are developed. Learning comes to life as they relate and apply their learning to real-life situations. As children move further up the school, we prepare them for the challenges they may face as they find their way in the world.\nBest for the pupils’ development is a programme that saw us, pupils and staff, working together closely. We want the pupils to develop independence so we teach them how to prepare themselves for anything. This development is based on 4 words ending in US. The characteristics: AdventuroUS, GeneroUS, CurioUS, and IngenioUS are the characteristics we are looking for our pupils to develop. They are easy to define and easy to remember. Below they are listed with some definition and there also follows a vast list of skills that could be taught and developed.\nWhilst The Ardingly Way remain as our core values (behaviours), the Shaping My World characteristics are the very essence of our Culture and embedded in everything we do: in lessons, assemblies, on the games field, in music, in drama, in art and around school and at home too. It is taught as a discrete subject in one form time a week and there are bespoke Shaping My World days during the course of the year when a clear focus is given to the respective characteristics. At the end of the Trinity Term, we deliver a two week educational festival of Shaping My World to embed the culture in everyone’s hearts and minds at a challenging yet exciting time in the school year."

"Technology has allowed societies from all over the globe to interact and discover more about each other. Modern training are included in school classrooms to help students comprehend how people reside in other parts around the globe. As a parent, you can teach your kid about the value of appreciating our resemblances and variations by multicultural actions into your home. Here are a few ideas that will help your kids comprehend the resemblances and variations between your household and others all over the globe.\nMost cities hold several celebrations throughout the year, and these often consist of designs, meals and dances from other nations. Take your close relatives members to a local festival to see what you can comprehend about another lifestyle. Go to a powwow so your kids can experience Local American designs, music and dances. Celebrate Cinco de Mayo by going to your town's parade and enjoying the colorful music and delicious meals. Describe to your kids why each event is important in its native lifestyle, and then discuss how it is similar and different to your own celebrations.\nYou can easily integrate multicultural actions into your kid's music training. If your kid plays the violin, have him comprehend some music that are popular in other nations. Incorporate traditional music from multiple societies from all over the globe into your kid's piano training, and take enough a chance to clarify the significance and meaning of the song. You can even sign up for training on the Internet so that your kid can comprehend the beautiful art of Japanese Taiko drumming.\nEach time you visit the bookstore, consist of a few multicultural guides in your purchase. By reading about different societies, your close relatives members can comprehend about how families reside in other nations. You can then integrate some of the meals, music, actions and games into your close relatives members time on the weekends.\nAs you go through your multicultural training, emphasize the value of respecting the variations between the societies. While some of the practices of another lifestyle may be surprising to your close relatives members, they should comprehend to accept and appreciate those variations. By showing this kindness and regard, your close relatives members will be training others to do the same.\nBy including multicultural actions into your home, your close relatives members will become well-rounded and thoughtful citizens. You will be able to work together to spread your appreciation of other societies so that the globe becomes a better, friendlier place."

"In Xishan, we aim to develop Xishanites to be confident in expressing himself visually and verbally. Experiences within and beyond the classroom are intentionally created. Through the different art experiences provided, values will be inculcated, skills will be developed and knowledge will be formed.\nThe following shows some activities carried out beyond the classroom.\nP3 and P4 Museum- Based Learning\nIn 2018, the new Art Syllabus was introduced. One of the compulsory learning experiences would be the P4 museum-based learning. Xishan has also extended the museum-based learning to P3.\nMuseum-based learning is one of the platforms to provide engaging and meaningful ways for students to encounter learning art content. Going to the museum also provides an authentic context for the learning of local art. In addition, the experience will develop in students the competencies and dispositions of an Audience.\nP3 students interacting with an art installation at Singapore Art Museum.\nAesthetics Week is a week of celebration of the Art and Music. Various activities are carried out to celebrate students’ learning in the Art and Music. For Art, there are assembly talks and recess activities to engage the students.\nStudents watching Mdm Lina reacting to a Performance Art.\nOur P3 Art Reps engaging the lower primary in an art activity.\nStudents’ artworks on display."

"Introducing Yi- Fu and Sunshine School to the Year 6 children. They will be shown a video from the Chinese schools, introducing themselves and giving an insight into their daily life in school. They will also send a video, in return, introducing St Francis de Sales. Links through Art - Children will study traditional Chinese artwork. They will look at a specific Chinese artist or style of painting. Children will be able to orally discuss their similarities and differences with the Chinese children. They will compare and contrast their daily life in school to both Chinese schools. The video will engage the children and motivate them to create strong links with their partner school. Children will gain a cultural appreciation of the similarities and differences with traditional Chinese artwork.\nLink with Geography - Children explore the human and physical geography of China and compare and contrast the findings with our own city location. This will also present a good opportunity for children to explore the economy, culture and traditions of the country too. Furthermore, an insight into how the global pandemic has affected the country would be an insightful line of enquiry. Building on the questions of the economy of the location, children will develop their understanding of different economies in different countries.they will develop their understanding of the different cultures and lives of their peers in China and further develop their curiosity into their different lives.\nLink with Music- Children will complete a study of traditional Chinese music. They may choose to focus on a style or person. This will link with International Music week. Children will also learn mandarin phrases through song during this week. Children will develop a further understanding of their peers as they explore the culture of music in China. They will be inspired by the different sounds, styles and compositions of Music from a Chinese origin.\nWhole School - Chinese New Year Celebrations 2020\nUnfortunately not the ones with chocolate chips.\nOur cookies ensure you get the best experience on our website.\nPlease make your choice!\nSome cookies are necessary in order to make this website function correctly. These are set\nby default and whilst you can block or delete them by changing your browser settings, some\nfunctionality such as being able to log in to the website will not work if you do this.\nThe necessary cookies set on this website are as follows:\nA 'sessionid' token is required for logging in to the website and a 'crfstoken' token is\nused to prevent cross site request forgery. An 'alertDismissed' token is used to prevent\ncertain alerts from re-appearing if they have been dismissed.\nto improve the website performance by capturing information such as browser and device\ntypes. The data from this cookie is anonymised.\nCookies are used to help distinguish between humans and bots on contact forms on this\nA cookie is used to store your cookie preferences for this website.\nCookies that are not necessary to make the website work, but which enable additional\nfunctionality, can also be set. By default these cookies are disabled, but you can choose to\nenable them below:"

"At Whitehall Junior School we promote ‘British Values’ through our spiritual, moral, social and cultural education, which is embedded, throughout our whole school ethos as well as through our PSHE curriculum; this supports the development of the ‘whole child’. We recognise that such development is most successful when all the staff that provide a model of behaviour for our pupils promote those values and attitudes.\nThe Government set out its definition of British values in the 2011 Prevent Strategy, and these values were reiterated in 2014. We acknowledge the Department for Education’s five-part definition of British values:\nii the rule of law;\niii individual liberty;\niv mutual respect and\nv tolerance of those of different faiths and beliefs.\nWe promote these values.\nWhitehall Junior is a UNICEF Rights Respecting school. Each year the children decide upon their class charter and the rights associated with these. All the children contribute to the drawing up of the charter at the start of the new school year.\nChildren have many opportunities for their voices to be heard. We model democracy in action by holding elections for the posts of responsibility eg House Captains. We also replicate the process of a general election by holding our own ballots for school change. Pupil visits to both our local Civic Centre and London’s City Hall have been made.\nThe views of our pupils are frequently gathered, often when teachers are monitoring learning. Each half term they are given the chance to provide feedback on their teacher through our travelling plenaries.\nThe importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout all school activities as well as when dealing with behaviour. Pupils are taught the value of and reasons behind laws, that they govern and protect us, as well as the responsibilities that this involves and the consequences when laws are broken. Educational visits (for example, the Junior Citizenship Project with the emergency services) exemplify these laws in a practical context. We also have good links with our local PSCO and have welcomed him in to discuss rules and laws with pupils.\nPupils are helped to learn to manage their behaviour and take responsibility for their actions. They are also helped to resolve conflict using coaching and the ‘Whitehall Way’. Staff are committed to providing a consistent and safe environment within the school and beyond. Our motto: ‘Happiness at the heart of learning’, is lived out actively during each school day.\nPupils at Whitehall Junior are encouraged to become good and valued citizens. We do this by supporting each pupil to become as independent as possible; many take on positions of responsibility around our school. We hold the ‘Investors in Pupils’ award. During the school day, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our E-Safety and PSHE lessons. Pupils learn that certain rights bring with them a level of responsibility.\nWe support others by participating in charitable events such as, Red Nose Day/Comic Relief, Children in Need and through fundraising to support our PLAN children. At Whitehall Junior School we believe that by engendering a caring and helpful environment we can boost and nurture a healthy self-esteem. We offer a range of clubs which pupils have the freedom to choose from, based on their interests. Some pupils may attend Pyramid Club, which helps them to develop their social skills and also manage the transition to secondary school.\nAs a Rights Respecting School, mutual respect is at the heart of our values. Children learn that their behaviours have an effect on themselves and others. They learn the importance of being polite and well mannered towards one another. We promote inclusion and our pupils are understanding and supportive of one another. All members of the school community treat each other with respect.\nOur school represents a vibrant and diverse community. We celebrate our differences, involving both pupils and families in events, such as International Evening, and in encouraging parents to learn English through our Grass Roots English Group. Staff model mutual respect across our school; this provides a great example for our pupils to follow.\nWhitehall Junior School serves a multi-cultural community where each person is respected and valued equally without regard to ability, gender, faith, heritage or race. Cultural appreciation and development forms part of our curriculum; tolerance can be gained through knowledge and understanding. We make the most of our diverse school community and believe this brings richness to our curriculum. We also have a visiting teacher with us from China; she teaches our pupils about Chinese culture and children in Years 5 and 6 learn to speak Mandarin.\nAssemblies, RE lessons and visits to places of worship enable pupils to learn more about the faiths and cultural backgrounds, which form the make-up of our school. Pupils are encouraged to experience British culture through the many educational visits and enriching learning experiences we offer. Visits may include: concerts, theatre performances, art galleries, museums, and buildings of significance and country parks. We want all of our pupils to have a sense of ‘belonging’ within our school community; by unlocking their interests and talents we can provide opportunities, which play to their strengths and enhance self-motivation."

"At our academy we uphold and teach pupils about British Values which are defined as:\n- rule of law\n- individual liberty\n- mutual respect\n- tolerance of those of different faiths and beliefs\nThese values are taught explicitly through Personal, Social, Health and Emotional (PSHE), and Religious Education (RE). We also teach British Values through planning and delivering a broad and balanced curriculum.\nWe take opportunities to actively promote British Values through our assemblies and whole school systems and structures such as electing School Council members. We also actively promote British values through ensuring that our curriculum planning and delivery includes real opportunities for exploring these values.\nAt Crowle Primary Academy, these values are reinforced regularly and in the following ways:\nDemocracy is an important value at our academy. Children have the opportunity to have their voices heard through our School Council, pupil questionnaires and classroom debates. The election of members of the School Council are based on pupil votes.\nWe take opportunities to hold votes for decisions made in the academy and the classroom whenever possible, so the children can understand how democracy works in real situations and have their voice heard. This might be as simple as voting for the activity for a Class Treat when getting 10 Class Points or a longer lasting one like the colour of the children’s toilets.\nWe take opportunities like the local and general election to explore the voting system in Britain. We use our curriculum to ensure our children understand how our country has become a democratic state, and how everyone is equal and has a right to vote, covering issues like the Suffragette movement.\nThe Rule of Law:\nThe importance of laws and rules, whether they are those that govern the class, the school or the country, are consistently reinforced at Crowle Primary Academy.\nChildren are taught the Golden Rules on entry to Crowle Primary and the high expectations dictated by these rules. They learn that we are all responsible for our actions and we talk about Right and Wrong Choices. These Golden Rules are constantly referred to in classrooms, assemblies and by all staff, and are displayed throughout the academy. We celebrate and identify which rules the children are keeping and which aspect of the code they have broken to ensure that this connection is made and understood. To encourage and promote good behaviour, attitude and work, we have devised a reward system which is consistently followed throughout the academy and our children value it.\nOur children are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the police, fire service etc. are regular parts of our calendar and help reinforce this message.\nVisits to and from the Scunthorpe Magistrates Courtroom, Police Officers and Fire Service underpin and reinforce this message. Our local Poilice Support Officers attend the academy regularly to get to know the children and support our work with the community.\nIndividual Liberty :\nChildren are actively encouraged to make choices at our school, knowing that they are in a safe and supportive environment. As an academy we provide boundaries for our children to make choices safely, through the provision of a safe environment and planned curriculum. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our e-Safety teaching. Children are given the freedom to make a wide range of choices, from attending extra-curricular clubs to supporting fund raising activities.\nPart of our academy ethos and behaviour policy are based around core values such as ‘respect’ and ‘responsibility’ and these values determine how we live as a community at Crowle Primary School. Our children know that their behaviour has an effect on their own rights and those of others. Adults throughout our academy model, demonstrate and promote respect for others as do older children who have responsibilities in the academy.\nTolerance of Those of Different Faiths and Beliefs:\nCrowle Primary Academy is situated in an area which is not greatly culturally diverse, and as a result we place a great emphasis on promoting diversity with our children. This is achieved through enhancing pupils’ understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity.\nRE, PSHCE, our international and global teaching through our topic work and assemblies are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths, cultures and countries. We use opportunities such as the Olympics and World Cup to study and learn about life and culture in countries such as Brazil."

"Wednesday 22 March marked our annual Busy Bees Careers Day. Children and Educators each dressed up to celebrate the exciting and unique careers that embrace each child’s special interests. Parents and local community members also came along to talk about their careers and what a day in their work life typically looks like.\nFrom astronauts and construction workers to zookeepers, each child had their dreams become a reality for the day. Careers Day gives children the chance to develop their own self-identities through role-play.\nQuality Area 1 of the National Quality Standards (NQS) characterises a key component of a child’s growth as becoming, how their self-identity is shaped by life experiences and events. This is an exciting and important time that our Educators nurture by providing space for children to participate safely in new environments and experiences.\n“Encouraging children to think about what career they would like to pursue also encourages them to think about their own strengths and interests.”\nJennifer Bell, Service Manager of Busy Bees at Chinchilla (Queensland)\nAt Busy Bees, we are driven by inquiry-based learning, promoting the children’s voice throughout daily activities. On Careers Day, our Educators organise provocations and incursions centred around different career pathways for children to explore and learn by doing. Many centres celebrated with special visitors including police officers, doctors, gardeners and more. Children heard about the tricks of the trades, special uniforms, tools and even some hands-on experience. This approach is developed off Quality Area 6 of the NQS, as Educators co-construct learning programs with the children, their families and supportive community members. The introduction of different backgrounds, communities and careers supports the dynamic and complex learning that motivates children to grow curiosity.\nThe day was an equally important day for families as they sparked conversations with their children about what excites them. Careers Day creates a beautiful environment for Educators to collaborate with parents to listen to what their children aspire to be and provide opportunities to ignite these early dreams. As they continue to mature, their dreams and aspirations provide a glimpse into what makes them unique.\nChildren develop their own interests but not without influence from the world around them. Their participation in role-play of endless careers as they are exposed to a variety of people allows them to experience different potentials for their future.\nFor the life savers from Busy Bees at Fraser Coast (Queensland), a visit from Doctor B showed children the important methods and tools to keep people healthy and happy and importantly how to keep themselves healthy. The day provided children a safe environment to learn new information about the world they live in, essential for their personal development. Play-based learning between children and adults encourages children to challenge their thinking and grow different types of relationships by asking questions and problem-solving.\nAlthough Careers Day is over for another year, our Educators continue these conversations and activities as the children learn more about their dreams and goals for the future.\nBusy Bees welcomes your family to tour every day of the year. Find your nearest centre and give us a Buzz or book a tour online.\nAre you an education superhero looking to inspire the next generation of lifelong learners? Whether you’re an experienced Educator or looking to start or change your career, we’d love to talk to you about joining our Hive."

"Core Learning Skills\nThese skills are vital to success in school and beyond.\nThe 21st-century learning skills are often called the 4 C's:\nThis develops listening and speaking skills, including pronunciation, with an emphasis on fluency and the use of practical spoken English.\nRecommended for students who wish to go on to exam preparation and academic English courses or further studies taught in English.\nNew Zealand Studies\nThis course will give students a broad overview of the language and culture which make New Zealand unique. Content covers: History/ Geography, Maori Culture, Language, Food, Wine and Beer, Songs/Films/Poetry/Books/TV\nA combination of educational and cultural visits, sports activities and a variety of classroom-based and out of school learning situations. A small additional charge of around NZD 100 is payable each week for entry to activities in this option. This fee will be collected at the school before each week’s programme.\nA lively, highly interactive and enjoyable option which covers all the sounds used in spoken English, with work on intonation, stress and linking.\nCV Writing / Job Interview Skills\nWe can help you with our CV and interview preparation. We will teach you about NZ labour laws, what your rights are, rates of pay. We will provide you with information about working in New Zealand and a list of job vacancies, including opportunities to talk to selected business partners\nPractical everyday skills you need to succeed in a Business environment and in international business. By the end of the course, students will be able to deliver presentations with confidence.\nThese options are subject to demand and may require minimum class numbers to run.\nAfternoon options are from 12.40 pm to 2.30 pm, Monday - Thursday.\nThe ‘skills’ option is automatically chosen for students if the other options are not available."

"What does your child learn at school each day? Find information about our curriculum subjects here.\nThe curriculum refers to all those learning experiences, which the school provides for your child. Our aim is to offer each child a broad and balanced curriculum including Literacy, Numeracy, The World Around Us, The Arts and P.E. Throughout the school, pupils are organised in mixed ability class groupings according to their age. When planning the curriculum, we take into account the uniqueness of each child and his/her own personal needs.\nIn addition, we develop the following educational themes:\n(a) Information and Communication Technology\n(b) Thinking Skills\nAs a Catholic school, we place an emphasis on our Religious Education. Through the Grow In Love programme, your child will acquire a set of values and attitudes which are rooted in the Gospel. As Catholic teachers, we are committed to living these Gospel values in our own lives. Your child will develop both from the ethos created within the school and the formal, taught curriculum."

"What does your child learn at school each day? Find information about our curriculum here!\nA child's school life should be one of the happiest memories that they have. At Matching Green we believe it is essential to motivate our children by giving them hands on learning experiences. Due to our small class sizes we are able to recognise the needs and aspirations of all our pupils and provide a rich, varied curriculum which provide opportunities for all pupils to make the best possible progress and attain their highest personal achievement.\nAs part of the New National Curriculum, which came into effect in September 2014 the School has developed a two year rolling cycle, which can be found below.\nAt Matching Green we follow a creative curriculum, using different books, which enables us to link subjects together. Our topics all begin with an engaging and inspiring \"launch\" into the topic, the children then work towards their \"landing\" at the end of the topic. We focus on teaching key skills taken from the National Curriculum and give the children exciting topics to engage with and learn through. The topics we follow are an integral part of the cross curricular links particularly our British Values, ICT and the outside areas.\nParents are sent a letter at the beginning of every term outlining what their child will be learning. These letters can be found below under each class. During our Sharing Assembly on a Friday children are asked to tell the rest of the school about what they have been learning that week. The class pages on the website are also updated regularly."

"Personal, Social, Health Education (PSHE) and Citizenship are integral parts of our school curriculum. We believe that the personal, social and health development of each child has a significant role in their ability to learn. We value the importance of PSHE in preparing children for the opportunities, responsibilities and experiences of their next stage of schooling and life.\nIn addition to this, each year group covers an age appropriate RSE (Relationship and Sex Education) unit.\nOur PATHS (promoting alternative thinking strategies) programme, delivered alongside input from Barnardos, provides our children with the opportunity to think and learn about responsibility, choices and alternative thinking strategies for real life problem solving.\nAt Lowther we love PSHE and PATHS. We have lots of interesting PSHE and PATHS activities available to keep us engaged and learning. Here's a snapshot of some of our PSHE and PATHS activities and events."

"Health, Wellness, and Physical Education\nHealth education is the systematic exploration of the disciplines of health, family and consumer sciences and physical education. Through health education, the Cohasset Middle-High School helps students understand and demonstrate the responsibility they share as individuals, family members, and citizens, and to act in ways that enhance health for themselves and others, both now and in the future. Through grade level and age appropriatte study, the health curricula explore topics that encourage our students to develop life-long habits for good health. Units include nutrition, alcohol and drug awareness, peer relationships, and body systems. Each student and parent/caregiver is provided with a course overview at the start of the class and teachers always share information with parents/caregivers if a sensitive topic is going to be studied."

"Personal, Social and Health Education (PSHE)\nPersonal, Social and Health education is an important theme running through all areas of the curriculum, and while it is most likely to de discussed in lessons such as physical education or science, we aim to discuss issues relating to a healthy lifestyle with the children whenever appropriate. These sessions will also focus on emotional health and well-being.\nThrough our curricular themes the subjects of birth, growth and change are approached as they arise in science, humanities, health education and religious education. Teaching takes place in a proper context with due regard to the child's stage of development. We aim to present facts in an objective, balanced and sensitive manner.\nSex and Relationships\nParents will always be informed before children receive any formal sex education lessons (Year's 5 & 6) and will be given the opportunity to preview all materials used. Parents have the right to withdraw their child from any formal sex education lessons that take place."

"Religious Education is taught through the Bedfordshire Locally Agreed Syllabus. Every class has one lesson of Religious Education during the week. We also regularly organise regular speakers from different faiths in to speak to the children either during lesson time or during assembly. Through the programme, children are encouraged to develop positive attitudes towards the lives and religious customs of others as well as exploring spiritual and moral aspects of life such as the emotions of love and hate, jealousy and intolerance, right and wrong, good and evil. Parents have the right to withdraw their children from Religious Education should they wish.\nPersonal, Social and Health Education (PSHE)\nEach class has a PSHE lesson once a week, taught using the planning from the LCP Scheme of Work. We also have a system of Values education which runs through our system of assemblies. This is then built upon and referred to in each lesson that a child is part of. Sex Education is not taught as a discrete area of the curriculum, but staff aim to answer children’s questions as they arise, in science or PSHE."

"We teach children that Britain has its own Core Values, that bind us all together as a country, and that make all who live here special.\nWe teach through our curriculum and beyond to ensure our children understand British Values and how they link to Dundry's Core Values, and relate to us all. Here are some examples of when British values are shared:\nOur curriculum prepares children for life in British Society; this includes developing the understanding and use of money, effective reading and writing skills, collaboration and discussion to research ideas and concepts. Curriculum themes include historical and geographical study in the context of the United Kingdom as well as national and international comparisons. Topic examples: World War II, The Great Fire of London and Ancient Greece and the origins of Democracy.\nOur assemblies uphold our core values of are Community, Friendship, Hope, Trust, Compassion, and Creativity. We focus on one each term and award certificates to children who are displaying these values in and around school. Visitors are invited to lead assemblies including local clergy, our local PCSO and local community members, all of whom reinforce these core values. Each week we celebrate success both inside and outside school.\nMutual respect is one of our core values. It is also taught within formal JIGSAW, PSHE and RE lessons and on an informal nature throughout the school day. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety policy and PSHE work on keeping myself safe.\nRespect for all faiths and beliefs is promoted in the teaching of RE as children gain a greater understanding of religious diversity and practices for those religions represented in our school and the UK. Planning for RE is directed by the Standing Advisory Council for Religious Education (SACRE) and we follow the agreed syllabus used by MNSP. The local Church and other places of worship are visited as part of the RE curriculum. Children are encouraged to talk about their faith and learn about different festivals through the year.\nPromotion of the concept of “fair play”, following and developing rules, celebrating and rewarding success, accepting defeat and participating in activities that promote cooperation with others and inclusion for all form an integral part of the PE curriculum, and our extra curricular sporting calendar.\nDundry C of E School promotes democratic processes through the election of school councillors, house captains and Young Heads. This fosters the concept of freedom of speech and group action to address need and concerns. Children see how they are listened to and how their actions can produce results when the processes are followed. As part of our Community theme, we lead children to talk about local politics and further understand the democratic process, and the part they could play in making a difference.\nEach year Armistice Day is remembered and children are encouraged to reflect on this.\nThrough talking to our community we ensure that we move forward in a mutually respectful and tolerant way. Our children perform in a nativity play, and sing Carols. We also celebrate Eid, Diwali and Chinese New Year. We invite parents in to talk to staff to give us greater understanding of different faiths, but work together to ensure we emphasise not what is different, but what we all have in common; our School Core Values, and the values of modern Britain.\nFor further information on how Dundry seeks to promote key British Values please read our SMSC Policy.\nCookies are small data files that are placed on your computer or mobile device when you visit a website. Cookies are widely used by online service providers in order to (for example) make their websites or services work, or to work more efficiently, as well as to provide reporting information.\nCookies set by the website owner or service provider (in this case, eSchools) are called “first party cookies”. Cookies set by parties other than the website owner are called “third party cookies”. Third party cookies enable third party features or functionality to be provided on or through the website or service you are using (such as advertising, interactive content and analytics). The third parties that set these third party cookies can recognise your computer both when it visits the website or service in question and also when it visits certain other websites or services.\nWe use first party and third party cookies for several reasons. Some cookies are required for technical reasons in order for our Services to operate, and we refer to these as “essential” cookies. Other cookies enable us and the third parties we work with to track and target the interests of visitors to our Services, and we refer to these as “advertising” or “analytical” cookies. For example, the embedding of YouTube and Vimeo videos, as added by individual schools will require “advertising” cookies to be enabled in order to successfully play them. Schools that, for example, opt to track visitor data using Google Analytics will require “analytical” cookies to be enabled in order to do so. These third party cookies are used to tailor content and information that we may send or display to you and otherwise personalise your experience while interacting with our Services and to otherwise improve the functionality of the Services we provide. 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We will not, without your express consent, supply your personal information to any third party for the purpose of their or any other third party's direct marketing."

"All Saints Infants - Religious Education (RE) Policy\nAims and Objectives\nReligious education enables children to investigate and reflect on some of the most fundamental questions asked by people. At All Saints Infants School we develop the children's knowledge and understanding of the major world faiths, in accordance with the Christian ethos of our Church of England School. We enable children to develop a sound knowledge of Christianity and also of other world religions, especially those that are the main faiths of children within our school. Children reflect on what it means to have a faith and to develop their own spirtual knowledge and undeerstanding. We teach the children to lear from religions and about religions following the locally agreed syllabus.\nThe aims of religious education are to help children:\nThe Legal Position of Religious Education\nOur school curriculum for religious edication meets the requirements of the 1988 Education Reform Act (ERA). The ERA stipulates that religious education is compulsary for all children, including those in the reception class who are less than five years old. The ERA allows parents to withdraw their child from religious education classes if they so wish, although this should only be donw once the parents have given written notice to the schook governors. The religious education curriculum forms an important part of the school's spiritual, moral and social teaching and is considered to be a core subject. It also promotes education for citizenship. Our school RE curriculum is based on the Reading LA's Agreed Syllabus and it meets all the requirements set out in that document. The ERA states that the RE syllabus should refelct the fact that the religious traditions in Great Britain are in the main Christian, and that it should, at the same time, take account of the teachings and practises of other major religions.\nTeaching and Learning Style\nWe base our teaching and learnin style in RE on the key principles that good teaching in RE allows children both to learn about religious traditions and to reflect on what the religious ideas and concepts mean to them. Our teachign enables children to extend their own sense of values and promotes their spirtual growth and development. We encourage children to think sbout their own views and values in relation to the themes and topics studied in the RE curriculum.\nOur teaching and learning styles in RE enable children to build on their own experiences and extend their knowledge and understanding of religious traditions. We use their experiences at religious festivals such as Easter, Diwali, Passover etc to develop their religious thinking. We organise visits to local places of worship and invite representatives of local religious groups to come into school and talk to the children.\nChildren carry our research into religious topics. They study particular religious faiths and also compare the religious views of different faith groups on topics such as rites of passage or festivals. Children discuss religious and moral issues using computers and working individually or in groups. Sometimes they prepare presentations and share these with other members of the school in assemblies.\nWe recognise the fact that all classes in our school have children of widely differing abilities, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways, for example, by:\nReligious edication contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening. Some of the texts that we use in Literacy Hour have religious themes or content, which encourages discussion, and this is our way of promoting the skills of speaking and listening. We alos encourage the children to write letterd and record information in order to develop their writing ability.\nInformation and Communication Technology (ICT)\nWe use ICT where appropriate in religious education. The children find, select and analyse information, using the internet and CD roms.They also use ICT to review, modify and evaluate their work and to improve its presentation.\nPersonal, Social and Health Education (PSHE) and Citizenship\nThrough our religious education lessons, we teach the children about the values and moral beliefs that underpin indivual choices of behaviour. So, for example, we contribute to the discussion of topics such as smoking, drugs and health education. We also promote the values and attitudes required for citizenship in a democracy by teaching respect for others and the need for personal responsibility. In general, by promoting tolerance and understanding of other people, we enable children to appreciate what it means to be positive members of our pluralistic society.\nSpiritual, Moral, Social and Cultural Development\nThrough teaching religious education in our school, we provide oppoortunities for spiritual development. Children consider and respond to questions concerning the meaning and purpose of life. We help them to recognise the difference between right and wrong through the study of moral and ethical questions. We enchance their socal development by helping them to build a sense of identity in a multicultural society. Children explore issues of religious faith and values and, in so doing, they develop their knowledge and understanding of the cultural context of their own lives.\nTeaching Religious Education to Chilldren With Special Education Needs\nAt our school we teach religious education to all children, whatever their ability. Religious education forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our religious education teaching we provide learning opportunities that enable all pupils to make progress. We do this by setting suitablr learning challenges and responding to each child's different needs. Assessment against the National Curriculum allows us to consider each child's attainment and progess against expected levels.\nWhen progress falls significantly outside the expected range, the child may have special education needs. Our assessment process looks at a range of factors - classroom organisation, teaching materials, teaching style, differentiation - so that we can take some additional or different action to enable the child to learn more effectively. This ensures that our teaching is matched to the childs needs."

"Dazzle: success, the 'feel good factor'\nLearning How To Learn - UNITED\nThe “D” element of our learning to learn curriculum focuses on the need for children to practice resilience and determination in order to ensure they develop a positive and proactive attitude to learning.\nThey are given specific tasks which provide them with the opportunities to practice these skills in isolation. Once practiced, teachers will then encourage the children to approach all their learning in this way.\nChildren who show this learning attitude are rewarded using the class behaviour chart, where they get to move their name up. If the children reach double dazzler this means they have shown positive learning attitudes and have tackled all their work with resilience and determination. This means they have earned 3 credits towards their class end of term treat. Teachers send texts home to parents at the end of every day in order to share this success with them.\nDuty/Dazzle assembly on a Friday focuses on praising all the children who have shown they have done their best in their approach to learning during the week in school. Class teachers choose a child who has shown this quality particularly well and they are rewarded with the class star learner trophy for having a dazzling attitude to learning."

"2 May 2018\nThe Making of A Star\nWhat is the measure greatness? Is it by the level of education, political affiliation, social-economic status? Is winning more important than kindness? How do we become valuable members of the society? These are some of the tough teaching points that educator just like parents tackle every day with the objective of instilling in our children the values that build character.\nEvery week the primary section is given a theme, better known as ‘Value of the Week’. The value of the week form the basis for awarding the ’star of the week’; who is essentially the student who has best lived up to the given theme that week.\nStar of the week is our weekly recognition programme for our primary students. They are proud to clinch the title and receive the accompanying certificate in front of their peers who sometimes nominate the Star of The Week themselves.\nWhile the students are expected to be at their very best every day, the Star of the Week is the GEMS way of instilling enduring qualities and competencies that our students should carry for the rest of their lives and in turn become fruitful members of society\nAt last Friday’s assembly, the year 6s put up a good show; (as we have come as to expect of assembly performances) but there was more to their presence on stage than just showbiz. They forced us to think; by putting together a few scenarios (with the help of Mr Kristian) which depicted every day choices that the students (and all of us really) that they have to make. Choices like; stopping to help a friend who has fallen down or leaving him/her on the ground because it is more important to win the race.\nAs the students go about their school activities, the adults around them (Teachers) watch closely and also from afar as they look out for the good scholarly and life choices they make.\nValues of the week which fit into the wider GEMS Education’s core values help the students understand and accept the importance of enduring competencies like kindness, resilience, creativity, respect, determination, commitment, aspiration and inspiration. Today’s society has seemingly forgotten about these qualities and recognizes the material accomplishments of individuals more than is necessary.\nAbove all, this little award ceremony teaches our young ones that little things like making a new student feel welcome or putting in a little extra effort in school work does count; regardless of whether they receive recognition or not. It is a great feeling to see them cheer each other on and proudly flash their certificates. By the time they get to high school, they don’t need to have their teachers’ guidance throughout the weeks because these values are engrained. This is evidenced by the numerous initiatives taken up by the older students like raising money for children’s homes or the recent Autism Awareness Week initiative.\nWhile super stars worldwide are well known and respected for their respective crafts, we have total respect for individuals who seek to make a mark on the world and serve others rather than simply looking out for themselves. It’s the GEMS way.\nThese are the kind of stars we are making!"

"School & British Values\nValues Based Education at Prince of Wales Primary School\nAs part of the 2012 Olympic Legacy our pupils and staff developed the LEARNERS values that underpin the expectations of all who are part of our school community and that inform our school rules. They are:\nOur pupils understand that, similar to the Olympic athletes, they are able to achieve Gold in many different ways by simply doing their best, not giving up, learning from mistakes, being kind and looking after each other. We refer to these attitudes as being representative of a Gold Medal Learner.\nWith the school community we have agreed a 2-year cycle of monthly values that link to our charitable work and fundraising, as well as termly events from Nursery to Year 6.\nResilience Mouse story by Rainbow This story of our little mouse illustrates what resilience means.\nWe introduce and explore aspects of each monthly value in our Monday assembly and focus on these throughout the week, i.e. Circle time, P4C (Philosophy for Children). In our Friday achievement assembly we celebrate role models from each class who have demonstrated the value. These pupils receive a certificate and a special Gold Medal Learner’s baton that they keep at home for a week. The baton is returned and passed on to the next pupil in their class in the next Friday achievement celebration. We inform our parents through our weekly newsletter what our monthly value and weekly theme are and publish the names of these pupils. A photo of our weekly baton winners is also displayed in the school entrance.\nOur pupils learn to consider what the values mean for them and are encouraged to actively engage with them to understand their implications for making choices about our attitudes and responses. A values-based approach encourages reflective and aspirational attributes and attitudes. These can be nurtured to help them discover the very best of themselves, which enables them to be good citizens and prepare them for the life of work. Through our values we have created a positive school ethos and a better place for learning, in which pupils are able to attain higher academic results. Our school environment is a reflection of the range of values that our pupils represent; for example through our new Learners’ Values logo and the corridor photographs. It creates a purposeful teaching environment, in which staff are more fulfilled and significantly less stressed. It equips pupils with social capacities that help them work with, and relate to others effectively. It provides them with the self-esteem and confidence to explore and develop their full potential. It leaves no pupil behind, irrespective of their background.\nThe over-arching theme is that we encourage our pupils to be resilient and reflective members of their school and wider community.\nBritish Values at Prince of Wales Primary School\nWe all live in Britain and share the British Values of Rule of Law, Democracy, Tolerance for those of different faiths and beliefs, Individual Liberty and Mutual Respect.\nMany of us have our roots, or have connections, with other parts of the world. Some of us can understand and speak other languages and, as a school, we share over 60 languages.\nWe celebrate what each of us can bring to our learning environment at Prince of Wales School.\nAt Prince of Wales Primary School we pride ourselves on delivering a whole-school curriculum that progresses pupils in their Spiritual, Moral, Social and Cultural (SMSC) development. Pupils are developed through a Values-based education. The whole school community have an understanding and respect for the British Values of the Rule of Law, Democracy, Tolerance for those of different faiths and beliefs, Individual Liberty and Mutual Respect. The table below highlights where British Values are taught and modelled across the school.\n|How are British Values evident at Prince of Wales Primary School?|\n|Leadership & Governors||The leadership team lead a Weekly ‘Value for the Month’ Assembly and an ‘Award Assembly’ for children who model the Value: Baton & Certificate. A weekly newsletter article is sent to the school community, to explore Values and offer ideas for Parent/Carers to put Values into practice at home/community. The leadership team monitor and respond to incidents of racism, bullying and radicalisation.|\n|Curriculum||Values and PSHE Journals in all classes, including EYFS Reception, are kept by each class to record school events, charity days, school council feedback and a list of children who receive the weekly baton. Through Religious Education, the children learn about a range of religions, including Alevism. In addition, PSHE themes reflect the British Values: Relationships, Health & Well-being and Living in the Wider World.|\n|School Ethos & Attitudes||The ‘Values Planner’ creates a two-year rolling programme: linking the ‘School Values’, five British Values, PSHE themes, 8 global dimension, school events and charity days. There is a Value for each month that is linked to at least one of the ‘British Values’. The school promotes LEARNERS Values, and has coined the phrases ‘A Gold Medal Learner’ and ‘A Gold Medal Role Model’.|\n|Environment||The school has a LEARNERS logo of children. Values are displayed in the playground. There are photographs are pupils modelling Values in their learning, in all of the main corridors. There are ‘Thank you’ displays for KS1 & KS2, and a separate one in EYFS to say ‘Thank you to pupils who demonstrate British Values and School Values’.|\n|School Council & Pupil Voice||The School Council meet each week and complete a form for class Values Journal. The PSHE and Values Journals are used for the children to write reflective thoughts about a PSHE theme i.e. Relationships, Well-being and Living in the Wider World. Pupil Voice is also a part of these journals. Classes also vote for a School Councillor, ask Councillors to feedback questions and concerns each week to leadership. During Values Assemblies, critical thinking skills are explored and the children are expected to take part and offer reflective thoughts.|\n|School Staff||Staff voted for the 22 Values and which three Charities PoW could support. Staff are made aware of month’s Value and refer to it weekly in their Values Journal e.g. who received an award and why.|\n|Pupils||Democracy is a key Value for the pupils to experience. The pupils voted on which three Charities PoW could support. The children also voted on ‘how’ to raise money for charity each term. Pupils share their reflections in Class Values and PSHE Journal. The pupils have a chance to demonstrate School Values and receive an award, baton (to take home for a week). They are expected to be ‘role’ models.|\n|Parents & Carers||Parents/Carers also voted for the 22 Values, and which three Charities PoW could support. The Parents/Carers are made aware of month’s Value and are given weekly feedback in the newsletter e.g. how we are exploring the Value, and who received award in each class, and why.|\nThe DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nThe Government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated in 2014. At Prince of Wales these values are reinforced regularly and in the following ways.\nChildren have many opportunities for their voices to be heard. Each year the children decide upon their class rules and the rights associated with these. We have an active school council and every child is given the opportunity to represent their class on the school council. Children have to present to the class why they would be a good school council member and are then elected through a secret ballot. The Chair of the School Council attends the weekly School Leadership Meeting and puts forward questions and ideas that are discussed.\nThe Rule of Law\nThe importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced at Prince of Wales. Pupils are taught from an early age the rules of our school. These are our Golden Rules. They are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service help reinforce this message.\nAt Prince of Wales, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of learning challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices and to understand and accept their consequences.\nOur school ethos and behaviour policy has revolved around core values such as ‘Respect’, and pupils have been part of discussions and assemblies related to what this means and how it is shown. Enquiries based lessons, critical thinking and debates help to develop children’s understanding of others around them. The school ethos and aims promote respect for others and this is reiterated through our classroom and Golden Rules, as well as our behaviour policy. Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect.\nTolerance of those of Different Faiths and Beliefs\nPrince of Wales is a diverse and multicultural school. We celebrate Black History Month and recognise the achievements of people from different cultures and religions. We actively promote diversity through celebrations of different faiths and cultures. Religious Education and PSHE curriculum reinforce messages of tolerance and respect for others. Members of different faiths and religions are encouraged to share their knowledge to enhance learning within classes and the school. The children visit places of worship that are important to different faiths. We also have themed assemblies and weeks where we celebrate and learn about different cultures and beliefs.\nAt our school we will actively challenge pupils, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ and life-limiting views.\nThe role of SMSC, PSHE and the Global Dimensions at Prince of Wales\nPupils fly the flag to mark a Commonwealth celebration\nYOUNGSTERS from a primary school in Enfield Lock were chosen to represent children across the borough to mark Commonwealth Day.\nThe pupils from Prince of Wales school, in Salisbury Road, joined Enfield mayor Ali Bakir, Enfield Council leader Doug Taylor and the cabinet member for children Ayfer Orhan to hoist the Commonwealth Flag above the Civic Centre, in Silver Street, Enfield.\nThe 22 children raised one of 730 flags flown throughout the day on Monday. For the first time in maritime history, the Commonwealth Flag was also raised on board all ships belonging to the fleets of the world’s leading cruise lines, P&O and Cunard.\nMr Taylor said: “Promoting good international relations and friendship is an important part of living in the world today.”\n“I am delighted that we had a group of children joining us to witness an event that symbolises friendship – and demonstrates to them that it is important to encourage nations to live in harmony.”"

"The St Mary’s Curriculum:Learning, Transforming, Growing\nWe recognise that all children are on a developmental Learning Journey which starts with the Foundation Stage Curriculum. We aim, though our KS1 and KS2 curriculum plans to build on these secure links in learning and enable children to make natural and powerful connections between subjects and disciplines. This work starts in our Nursery with ‘in the moment’ planning and extends through to Y6 by which time children can select the subject and knowledge they need to draw upon and within which they can work to further develop their skills and knowledge to enable them to make a successful transfer to secondary school.\nThroughout our Curriculum we value and take every opportunity to develop children’s understanding of the world they live in and the opportunities life offers them. We do this within their community and environment and also by stretching our horizons to offer children experiences and exposure to venues, events and occasions which may not be otherwise have the opportunity to experience. In this way we live our Vision to “Learn, Transform and Grow” into able, independent and ambitious learners. We represent our curriculum as a series of cogs - we liken the motion of the cog with our intent for learning; engaging children with subjects and supporting cross curricular learning by using skills and knowledge from hubs to drive forward learning. The curriculum is organised into hubs of subjects. Each hub is large cog and each subject is represented as a smaller cog. You can click on each Hub to find out more about how we learn each subject\nHow is it planned and documented?\nOur curriculum is designed annually in consultation with children and staff. Pupil voice is gathered through end of year surveys and discussions about projects. Children identify what they have enjoyed learning and what they would like to learn the following year; which is taken account of at the next stage of design.\nNext, teams of teachers work in phases to plan the curriculum; taking account of previous learning (evaluations/coverage/monitoring). This stage takes place as a whole school planning event; utilising subject leader expertise, prior knowledge of curriculum, knowledge of cohorts and what the community has to offer. This planning stage results in the formation of a Curriculum overview\nCurriculum overviews This document maps out the year and is archived to plot a cohort’s journey through school. These identify the subjects to be covered, the WOW, trips and visitors and EXPO opportunities for each project. These are monitored by the SLT in the first instance and then reviewed by hub teams to ensure coverage of subjects.\nLong term plan Once the curriculum overview has been agreed it is used to create a long term overview. A long term overview designed for parents and children and is sent home and displayed on website.\nProjects The next stage of the planning process is to focus on the project.\nProject planners This document is subject specific and identifies the objectives to be covered, the vocabulary to be taught, the questions that will asked and the intended outcomes for ability groups of children with each project.\nThe project planner is a working document and evaluations of the project influence next steps in terms of curriculum design and also projects planned for the year.\nMedium term organiser A breakdown of week by week coverage to plot the intended coverage.\nHow is our curriculum assessed?\nPre teaching tasks such as KWL/ vocabulary assessments to ascertain prior knowledge\nEffective questioning - pre planned questions identified in the project planners and questioning to inform next steps\nMarking - identifying next steps for individuals as well as groups of learners\nPortfolio - a collection of tracked objectives and sample pieces of work for three ability levels.\nCog maps This is a parent and child friendly document identifying the details of the subjects being covered in the topic- sent home and displayed on website.\nHow is the curriculum monitored?\nWows! These are designed to engage children with their learning. A wow day might be in the form of a trip or a visitor, a series of collaborative challenges or an aspect of the project to be taught later on. We want our children to be excited to come to school and have a passion for learning. These engaging days give the children a flavour of what is to come.\nTrips and visitors We use trips as a starting point to our learning so that the experiences children have during a trip add a layer onto learning. Trips are planned with learning objectives in mind and we liaise with establishments to get the most out of the visit. Visitors are used to add expertise into our curriculum - with children being able to meet someone connected with the topic either through their job or interest.\nExpos This is a chance to share the learning that has taken place. Expos can be; a performance, a pop up museum, children teaching others, a gallery of work, or an observed lesson. Some Expos are for parents, some are for the community and other classes within the school. The expos give children experience of presenting to an audience and a chance for our community to see learning outcomes.\nHomework Each week there is a homework task that is linked to the project learning for children in Years 1 - 6.\nParentMail Please make sure you have registered with ParentMail. Contact the office for more information.\nSt. Mary's Church of England (VC) Primary School Southam Road Banbury OX16 2EG Headteacher: Victoria Woods Tel/Fax: 01295 263026 Email email@example.com"

"On this page you will find information about our curriculum in general and a breakdown for each subject area and each class.\nWe aim to ensure our curriculum is engaging, broad, rich and challenging for all our children at St Paulinus. We are constantly reviewing and adapting it so that it meets the needs of all of our children and addresses current content that is relevant and interesting as well as addressing the key skills laid out in the National Curriculum.\nBy visiting the class pages (under the 'children' section of this website) you will be able to see a range of the learning experiences that our children are taking part in.\nTo see an overview of the topics that each class are covering - go to the 'topic' section underneath 'curriculum subjects' .\nHere you will find the overview of each topic and the links to History/Geography and Art and Design/Design Technology."

"The curriculum at St James uses Cornerstones alongside our own topics. Our curriculum represents the culturally diverse community and the location in which we serve. The design of the curriculum allows big ideas and threads to run through it. These links allow the children to know more, remember more and so do more.\nThe curriculum allows each year group to study in depth six topics during the year. The topic changes each half-term and are subject specific driven. During the topics, the children will engage in different activities to move their learning forward. The curriculum builds on the foundations put in place from previous topics studied.\nPlease take a look at the overview curriculum map underneath. In the different year group tabs, there are topic maps. These maps will give a detailed overview of the learning for each topic and links to previous and future learning."

"Year Group Plans\nAt St Luke's the wider curriculum is developed in response to the needs and interests of our pupils. We focus on a new topic each half term, with the aim of answering one key question, using information gained throughout the topic. There will often be a subject focus to topics, for instance What did we learn from King Tut's tomb? would naturally involve a great deal of historical investigation and learning. These subject focuses change each half term, allowing us to ensure that the requirements of the 2014 National Curriculum are met in a way that really captures the interest of our pupils. Through this key question approach, we are able to achieve real depth of learning.\nPlans are revised and updated on this page half termly and give children the opportunity to further their learning at home.\nA revised Whole School Thematic Curriculum Overview will be uploaded shortly.\nThematic topic plans:"

"At St. Mary’s, we are committed to a topic based approach to learning, making cross curricular links, for example, between history, art and English and working broadly around a theme such as: I’m an Explorer, Get Me Out of Here, World War 2 or Choccywoccydoodah.\nOur curriculum is organised into themes which have been purposefully selected to ignite children’s interests and connect them to the world around them. These topics incorporate the knowledge and skills of each of the different curriculum areas while promoting the links within and across subjects. This ensures there is continuity, progression and challenges that encourage children’s development in all areas. Where particular subject knowledge does not connect purposefully to a topic it is taught discretely.\nTeachers use Learning Journeys to map out the range and depth of learning over each half term. They capture key knowledge and vocabulary that will be covered in each topic and support children to learn and remember facts.\nEach subject has its own curriculum document detailing progression over the years. Click on a subject area below:\nIf you have any questions about the curriculum we follow at St. Mary's, please look at the school prospectus or class pages first or contact the school who will direct you to the relevant subject leader who will be able to answer your query."

"St Mary’s R.C Primary School\nPrimary Curriculum – PSHE\nAlthough PSHE is not a statutory subject, the national curriculum states that PSHE is an important and necessary part of all pupils’ education. The National Curriculum does not provide a specific framework for PSHE to allow teachers to adapt the subject based on the needs of their students. At St. Mary’s we follow the PSHE association programme of study.\nAt St.Mary’s, through our PSHE and RHE curriculum, we enable our children to become happy, healthy, responsible and caring members of society. Our programme is question based and allows children to develop personally, socially, physically and mentally. We encourage children to have confidence in their own thoughts and believe that anything is possible if they put their mind to it. We promote respect, tolerance and equality for all members of our society. We believe it is important to promote diversity and as part of our PSHE curriculum, we encourage our children to ask questions and explore people and communities that are different to them.\nWe intend to teach these key skills through three key areas of learning:\nThe three key areas of learning are:\n- Health and wellbeing\n- Living in the wider world\nAt St Mary’s we teach PSHE through a question-based approach. From Nursery to Y6, children focus on key questions throughout the year that link to one of the three key areas of learning. Our curriculum is structured around an overarching question for each term or half term. In EYFS and KS1 these questions begin as ‘what?’ and ‘who?’ questions and build throughout KS2 into ‘why?’ and ‘how?’ questions. The teaching builds according to age and needs of the pupils throughout their primary school career. Additionally, our PSHE questions are cross-curricular and allow children to explore the key questions through a variety of different subjects.\nPSHE should provide a platform where students feel safe to explore ‘Big Questions’ and through our teaching and discussions children will learn how to respond to scenarios as a healthy, responsible and caring members of our society. Teachers will also use their professional judgement to meet the needs of the students they are teaching. For example, when arguments in the playground are a daily occurrence teachers use these in their PSHE sessions as learning scenarios.\nAt the beginning of the term/ half term, children explore their termly or half termly question as part of a launch lesson. This allows the children to respond to the question initially without any prior knowledge or teaching. Throughout that term/half term teaching should have taken place to focus on the PSHE question. Once the term/half term is over, children will be asked the question again. This time children should be able to answer the question in more depth and with a better understanding.\nPSHE Clubs at St Mary’s\n- Yoga is provided in Y4 as a mindfulness club which promotes good mental health to the children who take part\n- Well-being warriors – Y5 and Y6 children give up their lunchtimes to promote our three key areas of learning through games and activities for the younger children.\n- Sports – there are a variety of sports clubs offered to children throughout the year promoting good mental and physical health and well-being through physical activity.\nThe teachings of Jesus are central to every aspect of our learning, so we:\n- Our PSHE lessons teach children to accept everyone equally regardless of race, gender or sexuality. We follow the teaching Jesus taught us ‘love thy neighbour as thy self.’\n- Our question-based PSHE curriculum allows us to focus on the question ‘what would Jesus do?’ This allows children to think about the gospel values of our school.\n- Through our key areas of learning, we are able to draw on key messages from the Bible. Through these Bible references we provide children with the opportunity to explore the ‘Big Questions’ through a faith-based lens.\nKey life skills for learningProvide a curriculum that will equip children with the values, skills and attributes needed to be independent thinkers and courageous learners, so we:\n- We provide children with the opportunity to become independent thinkers.\n- Children develop confidence through exploring and questioning.\n- Our PSHE lesson teach children to be courageous and ask deep and meaningful questions.\nPupil Premium Grant:\nProvide extended opportunities to experience a wide range of sites of historical importance which they might not otherwise have chance to access, so we:\n- Remove the barriers for children accessing any trips that enhance their PSHE curriculum.\n- Plan experiences that children might not usually experience, that allow children to explore their ‘big questions’.\n- Provide children with equal opportunity to join clubs and sports teams throughout school.\nOpportunities to embrace cultural capital\nis part of our school ethos, so we:\n- Celebrate diversity within our community. Such as: Black History Month; Day of the dead; ADHD awareness month; Science week; International day for the abolition of slavery; harvest festival\n- Promote talking and learning about mental health through: Social media kindness day; Anti-bullying week; Mental health week\n- Provide children with opportunities to learn about and ask questions to people with different cultural backgrounds.\nOur PSHE curriculum is embedded within every curriculum subject which means that our children have a number of opportunities to be ‘thinkers’ and ask deep and meaningful questions. Children enjoy exploring and expressing their own opinions on a given topic.\nSummative assessments in KS1 and KS2 are based on the children’s understanding of the ‘Big Questions’. At the beginning of each term/half term, children are asked to answer the big question without any prior teaching (although they may draw on knowledge from previous years). At the end of the termly/ half termly question, children are asked the same question in the hope that they will be able to answer with a much deeper understanding.\nSummative assessment in EYFS, is measured in the same way. However, the children’s responses to the question are recorded by the teacher or TA who is discussing the question with a small group.\nFormative assessments take place each lesson through quizzes, whiteboard work, teacher-student discussions. Where a child is showing that they do not have a full understanding of the lesson objective, a quick intervention takes place with the TA. During this 5-10mintue intervention the TA will have a 1:1 or group discussion with the child(ren) that need further clarification of the objective.\nPupil voice is an integral part of measuring impact of PSHE lesson throughout the school. Because our PSHE lessons are very discussion heavy, we rely on pupil voice to measure the impact of learning."

"Every week classrooms are filled with discussions, debates, and philosophical conversations as PSHEE (personal, social, health and economic education) takes place.\nThey are constantly developing problem solving, resilience, team work, independence, creativity, curiosity and perseverance. This is taught through specific PSHEE lessons so they can see how these apply to their lives and those of others.\nThrough PSHEE all children are developing the opportunity to ask big questions, learn that their ideas are valuable and important and that they can make a difference to the world around them. Children recognise that it’s OK to disagree with their peers and that there are ‘no right or wrong answers.’ They learn to ‘argue and discuss without getting cross and angry!’ In an ever-changing world we are going to need to develop articulate problem solvers, creative thinkers and resilient learners.\nNext time you talk to your child about his or her learning, please ask what they have been doing in PSHEE – you will probably be surprised."

"Course type: Workshop\nCourse code: N/A\nCourse title: Ready, Set, Go: Acing Your Exams!\nWho is this course for? Young People\nRecommended age: 11-16\nLocation: Bell House\nNext intake date: 16th February 2019\nOne of the greatest challenges that scholars face is exams. But, just like any other challenge, it can be successfully completed simply by equipping yourself with the right tools, strategies and techniques. It’s only when you set yourself up with a winning mindset and the right tools, then you can get going and receive the results you’ve been looking for!\nThis full-day workshop aims to help young people conquer exams by improving study, time management, and mindset techniques. It is tailored to young people that want to get excellent grades in their examinations but may be concerned about how to manage the stress and demands of examinations, coursework and extracurricular activities.\nDuring the workshop, your child will work with experts and study skill professionals that will show them how to manage their time effectively, how to create a study plan and how to prioritise between their academic deadlines, extracurricular activities and other demands.\nYour child will be shown various techniques that they can use to prepare for tests and examinations and how to turn their study and revision time into a time of enjoyable and rewarding in-depth learning and development. They will also learn from experienced curriculum developers, exam writers and exam markers that will show them exactly how to improve their chances of getting top grades in exams.\nBy the end of the day, your child will have a good understanding of growth mindset and resilience and how to apply this to their academic life. They will be equipped with tools that they can immediately use to start their revision and they will have an actionable study plan.\nThe program for the day includes:\n- Gain an in-depth understanding of growth mindset and how your child can use this to improve their abilities\n- Understand how to manage their time effectively\n- Understand their learning style and how to use this to their advantage\n- Get an understanding of how to cope with stress and build resilience as a learner\n- Gain practical tools and techniques that they can use to learn quickly and retain more information when learning\n- Understand why so many smart students fail to gain the grades that they deserve\n- Develop a better exam technique to get top grades in any exam\nFeedback from past attendees:\nWhen we saw our exam timetable this year, most people in my form panicked but I was actually excited because I had been looking forward to seeing the timetable. The course gave me the confidence to start preparing even before the timetable came out. – Chloe, 16\nI don’t feel scared about exams anymore. I know that my exams are not a test of my intelligence but a test of my ability to prepare and manage pressure. – Eni, 14\nLunch will be provided. Please let us know if you have any special dietary requirements.\nPlease note that there will be video recordings and photography at this event.\nThere are a limited amount of tickets available for this event and tickets are on a first come, first served basis.\nIf the £5 deposit is cost-prohibitive, please contact us at email@example.com to apply for a fee waiver.\nGT Scholars is a not-for-profit social enterprise and registered charity that helps young people from a range of backgrounds get better grades at school and get into top universities and competitive careers. If you’d like to know more about GT Scholars and future events, workshops and opportunities, please visit the website and subscribe to our newsletter here: www.gtscholars.org/subscribe"

"Since September 2014, England’s 20,000 primary and secondary schools have been required to actively promote tolerance, fairness, respect for other faiths, and the rule of law and democracy.\nAt Lessness Heath we uphold and teach pupils about British Values which are defined as:\n- Rule of Law\n- Individual liberty\n- Mutual respect\n- Tolerance of those of different faiths and beliefs\nWe promote values through our six school values:\nRespect, Responsibility, Perseverance, Co-operation, Honesty and Belonging\nWe value the backgrounds of all our pupils and families and we undertake a variety of events and lessons to celebrate these including collective acts of worship. We have found this approach to be enriching for everyone as it teaches tolerance and respect for the differences in our community and the wider world.\nUnderpinning all this, are a range of curriculum topics, which have strong links to the seven school values. In following the new RE curriculum, all pupils will learn in detail about key faiths and through this learning they will be taught to show respect for those faiths. Through History pupils are taught about significant periods in British History and are encouraged to identify these in chronological order.\nSchool Council and Assessment Ambassadors\nThe school council is voted for annually and the children meet and undertake a number of activities which are followed up and fed back to the other children. Ambassadors meet half termly, following an agenda and taking minutes. Actions taken by the Pupil Governors are carried out in a democratic manner.Additionally, as part of the PSHE curriculum, students look at how to promote cooperation and tolerance through a variety of activities and discussions.\nThe importance of laws and rules, whether they are those that govern the class, the school or the country, are consistently reinforced throughout regular school days. Pupils are also taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken.\nThey are encouraged to reflect on the choices they made when they are involved in an incident and think about the impact their behaviour has had on others. Visits from authorities such as the police and fire service help to reinforce this message.\nTo encourage and promote good behaviour, attitude and work, we have devised a reward system which is consistently followed throughout the school.\nWe are committed to praising children’s efforts. We try to praise the children informally, individually, during group work, in front of the whole class and the whole school. Children are rewarded not only for achievement in curriculum areas, but for behaviour and general adherence to the School Values.\nRewards and recognition are given in a variety of different ways. Pupils are actively encouraged to make choices at our school, knowing that they are in a safe and supportive environment. Read more about weekly merits.\nAs a school we provide boundaries for our children to make choices safely, through the provision of a safe environment and planned curriculum. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our e-Safety teaching. Pupils are given the freedom to make choices, e.g. signing up for extra-curricular clubs. They are also encouraged to play an active role in the running of the school and hold many responsibilities such as running the Ambassador assemblies."

"To allow our children to demonstrate what they know, what they understand and what can do in their work.\nTo help our children recognise the standards to aim for, and to understand what they need to do next to improve their work.\nTo recognise and celebrate a wide range of achievements.\nTo allow teachers to plan work that accurately reflects the needs of each child.\nTo provide regular information for parents that enables them to support their child’s learning.\nTo provide the headteacher and governors with information that allows them to make judgements about the effectiveness of the school.\nTo provide parents with regular feedback about how their children are progressing.\nReporting to Parents\nWe have a range of strategies that keep parents fully informed of their child’s progress in school.\nWe encourage parents to contact the school if they have concerns about any aspect of their child’s learning.\nHome to school contact is also an essential part of feedback to parents. Each student has a home to school Link Book which contains a space for class teachers and parents to make comments about students on a daily basis.\nTransitional assessments recognise and record a student’s achievement at a time of transition, usually the end of a school year and/or Key Stage. Our transitional assessment looks at external measures of progress (KS2 SATs, public examinations such as GCSEs and A-Levels) and internal measures of progress within the school’s curriculum which are reported on annually.\nDuring the academic year we hold the following:\nIn the Autumn Term we have one written report and one parents evening (online)\nIn the Spring Term we will provide one snapshot report\nIn the Summer Term we have one written report and one parents evening (online)\nFeedback to Students\nWe believe that feedback to students is very important, as it tells them how well they have done, and what they need to do next in order to improve their work. We deliver this in a number of ways:\nA consistent marking policy\nStudent response to feedback at the start of each lesson – verbally or using purple feedback pens."

"Individual differences |\nMethods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology |\nSchool transitions are the conversions students go through as they change schools throughout their lives. These transitions play a major role in the development of young people’s decisions and serve as a milestone which can direct them in a number of ways. There are two main types of school transitions: normative school transitions and non-normative school transitions or transfers.\nNormative school transitionsEdit\nNormative school transitions refer to the transitions of students from elementary school to middle school and from middle school to high school. As each transition occurs, the student generally undergoes many different changes. These changes can be anything from an increase in the size of the school, to the change in friends that one meets. Every student adapts to normative transitions differently and there are a multitude of things that influence how easily or poorly they adapt. Race, gender, location, age, and academic ability all affect the transition. According to Nick Broers from Maastricht University, the expectations students have when arriving to a new school are widely influential to how they will perform. Often times it is among the first few weeks that students build the relationships and networks that collectively form these expectations.\nNon-normative school transitions/transfersEdit\nSchool transfers refer to any transition in schooling when a child is moved from one school to another between normative transfers. These transitions are less common than normative school transitions but still happen fairly often. Often times people end up making non-normative school transitions by participating in what is called the school choice program. This is a policy used by some school systems that spend public funds to give parents and students more of a say in their education. School choice often gives participants a variety of different types of schools to choose from including different charter schools, magnet programs, and tax credits for private schools. While choice schooling has seemed to cause a large increase in scores for private schooling, its effects on public schools tends to show less improvement. Some believe that these problems in the public schools are actually a sign of increasing inequality. While choice schooling has made it both financially and institutionally easier for people to choose where they would like to attend school, many of the lower class families don’t have the resources to send their children to the farther away magnet schools or private schools. In most cases, the lower class parents send their children to the nearest school because there is a bus to pick them up. The wealthier families on the other hand tend to take advantage of the choice program and are able to attend the private schools and higher-rated public schools outside of the city.\n- ↑ 1.0 1.1 1.2 Frisco, Michelle L. \"School Transitions.\" Blackwell Encyclopedia of Sociology. Ritzer, George (Ed). Blackwell Publishing, 2007. Blackwell Reference Online. 13 November 2008\n- ↑ Könings, Karen, Saskia Brand-Gruwel, Jeroen Van Merriënboer, and Nick Broers. \"Does a new learning environment come up to students' expectations? A longitudinal study.\" Journal of Educational Psychology 100 (2008): 535-48. PsycINFO. Academic Search Premier.\n- ↑ Davies, Scott. \"School Choice.\" Blackwell Encyclopedia of Sociology. Ritzer, George (Ed). Blackwell Publishing, 2007. Blackwell Reference Online. 13 November 2008"

"“The current interpretation defines education transition as the change children make from one place, stage, style or subject over time. For children, educational transitions are characterised by the intense and accelerated developmental demands that they encounter as they move from one learning and teaching setting to another.” (Moyles, 2008, p229). Transition is an exciting time for families, with children moving into primary school, they move to being a “big” boy or girl. Families trust us with their most precious possessions, their children. We are gifted a great honour to look after their children, to help them and join their parents in watching them grow.\nThe Education Scotland document on transition states that “parent participation is vital” and “relationships are key”. It is this that we must remember when designing and implementing the transition process. Which is no mean feat when faced with such a range of nursery options; children as of August may choose to arrange their 16 hours in anyway which suits them, mornings, afternoons, full days. When trying to arrange to meet the needs of every child in transition this is can very challenging. In a setting like mine, a rural school with no nursery, our intake can include many different settings, which adds further to the complications. Yet, within all this we must strive to keep relationships at the centre of the transition; and remember that transition is a process and not merely an event.\nEducation Scotland suggests we aim to create “pedagogical meeting places between pre-school and primary school” which understand and build on the nature and importance of early learning experiences and learning to ensure meaningful progression can take place. Certainly the projects I can shared on the Pedagoo Perth event have had a pedagogical meeting place which ensured that it not only benefitted the children transitioning into the class but also ensured progression for the children already in the class.\nIn term 1 of this academic year my class planned, organised and ran Rhyme Time sessions for the community. All P1 children and families for August 2016 were invited by invitation; and the community were invited through newsletters and posters around the locality.\nThe class planned 6 sessions over term 1, each with a theme, and each week changing the roles they took on during the Rhyme Time session.\nThe school benefitted by raising its profile within the community, and providing opportunities for parents and families to visit the school.\nThe class benefitted because they further developed their knowledge and understanding of syllables, rhythm and rhyme. It helped the children become secure in their knowledge of rhyming and popular nursery rhymes in a safe way – as we all had to rehearse for the day! It helped the children deepen their learning as they were teaching their skills to others. It gave the children a purpose to their learning and an immediate goal for their reading and literacy skills. All children took part in reading the story across the 6 weeks, including the primary 1 children, who had been in school 3 weeks by the first rhyme time session. The children even created their own rhyming songs to the tune of well-known nursery rhymes because one week’s theme proved tricky to find a range of songs to fill the session. Therefore this was a seemingly low risk activity yet had a great yield in terms of learning, confidence and leadership.\nIt helped the children transitioning into P1 next year because they have met their future classmates over a sustained period of time. Their first meetings were in a familiar, non-threatening environment with their parents, with the same routine each time and using songs, stories and rhymes they knew. The nursery the children attend use rhyme time songs and games already in their practice, so it ensured continuity in their learning.\nMy favourite moment of the Rhyme Time was at the end of a session, which ran to the end of a school day; the Rhyme Time parents and children had remained in the hall to chat as I got my class ready to go home. The P1-3 children ran outside and were immediately joined by the Rhyme Time children and took off up the playground. The parents stopped and chatted to some parents at the school gate, some parents were helping chop our willow dome. As I looked around all the children were running the length of the grass, from toddler to P7, dragging bits of willow dome to the compost heap. It was a true community. The parents were all chatting together watching the children playing together.\nPreviously we have used joint projects with Balbeggie P1, as we both receive children from the same nursery and partner providers, Education Scotland emphasises the importance of shared planning in the transition process, “shared planning, for example by developing a shared theme/project…could enable dialogue and a shared understanding of roles and progression.” (Education Scotland p11). We decided to do a mini-topic which we could focus on over two transition days and work on in class with our current classes. We chose Hansel and Gretel as a fairy-tale basis and both had a trail of breadcrumbs leading to a letter from the witch- who had mended her ways and was ever so sorry. But sadly needed a house as Hansel and Gretel had eaten hers! The children worked in vertical pairings to build a new house for the witch, using outdoor materials. We tried to do this as an outdoor learning activity but anyone who has been to Collace will know it is always windy, which was frustrating for the children whose marvellous creations were constantly being blown over- so we took the outdoors indoor!\nChildren then “sold” their houses to their nursery friends, in their own P1 setting attending a transition day at the other school, via a GLOW meet. The children showed off their houses like an estate agent. This gave the children a common experience to share when back in their nursery setting, “Creative teachers, it seems, are those who provide the kinds of contexts, opportunities and space for learning that are familiar to children during the last year of the Foundation Stage. For young children, transition to the classes of such teachers in Year 1 will be much smoother as a result of this kind of practice.” (Bruce, 2008, p179). Again this benefitted the children already in the class as we developed persuasive writing from this and used the initial experience for other learning experiences over the next few weeks. I would take this further if we did this again and use it over a full term, including more curricular areas such as maths and social studies; adding one or two more transition afternoons where we could GLOW meet and share our learning, “settings are encouraged to capitalise on the use of technology including online resources and support. Examples of opportunities for communication for children, parents and practitioners include…GLOW discussions, document uploads or engaging in GLOW meets…”\nLast year we were lucky enough to take part in the Memory Box project run by a local dementia charity. It looks at memory and how important it is to us and our sense of self, thus creating a context in which adults could get to know children and what is important to them, “The most significant element in children’s learning at school is the teacher, or other skilled adults… the authenticity of such roles must depend on the authenticity of the learning context or enquiry.” (Bruce, 2008, p179). It encourages children to talk about their memories and creates opportunities to create shared memories. We used this as an opportunity to include nursery children in this project throughout the term. I visited the nursery and showed some of the memories my class had and worked with the children individually to create a memory book of all their nursery memories. My class created a box of memories with their parents, including pictures, photos and objects which all held special meaning to them. All perspective P1 pupils for the following academic year were invited alongside their parents to create a memory box in our memory sharing afternoon.\nIn fact perspective P1 pupils and their families were invited to many school events during the schools year; not only the Christmas play, carol service and sports day but charity events the pupil council were running such as Monster March where children (and parents) invented a monster for a local children’s charity.\nAs much as transition “is a process-not an event.” (Education Scotland, p11) certain events do become important in families’ calendars. Every year we hold a new P1 visit afternoon in the summer term where we traditionally focus on outdoor learning and a range of number and literacy based activities, this approach is based on active learning and play based strategies, Education Scotland document on transition states “Active learning should continue to be developed and supported in order to ensure transitions are as positive as they can be”.\nAs the Education Scotland document states, it is important for “meaningful progression to take place”; so as far as possible I plan these activities to progress into the first 2 weeks of school in August. For example this year I knew we would be doing a minibeast project in term 1 and would be focussing on poetry in literacy. Therefore we created a poetree as a class and used paired writing techniques to create simple poems, something which we built on in the first few weeks of school to create shared and paired writing haikus and other poetry. “There are two main strands to the transition to school: “settling in” to the schools in terms of getting to know people and the environment, and learning about learning in school. Continuity is the key to both these elements.” (Moyles, 2008, p229)\nSimilarly, many of the games in the P1 welcome packs which we give out on the open afternoon are also used in homework at the start of term to ensure some progression and continuity for children. This also gives us a chance to share expectations of learning with parents. Parents are invited to attend the last ½ hour of the welcome afternoon, where I share the P1 welcome packs, explain the games and show how these will be built on in the homework for term 1.\n“Parent participation is vital in ensuring progression across the early level. It is important to support parents in developing realistic and positive expectations of what happens in primary 1, including supporting an understanding of active approaches to learning. This will in turn impact positively on children’s expectations of the transition.” (Education Scotland p10)\nPart of our tradition of our welcome pack we also create a talking photo album and ask the children to add to it; this again involves the children in the class welcoming their new classmates and being involved in the process in a way which benefits both the new P1 children and the current class.\nDesigning and implementing transitions for 3 years now has certainly helped me transition into a better p1 teacher; although I would say there is still a long way to go in my transition process. I would certainly like to capitalise on our successes so far and hope to hold more rhyme time sessions in term 1 next academic year.\nUsing transition projects or themes which could run for a term such as the memory box would be beneficial for the future and is something I would like to further develop; again building on the success of the Hansel and Gretel GLOW transition. Although this does come with some practical difficulties in trying to match the learning needs of the children in at least 3 settings and finding a suitable project.\nThe Rhyme Time has taught me how important it is to include the children in my current class in the process; and so I would like to include them in running another enterprise project next term possibly involving our story sacks. Perhaps creating a story sack library and loaning them to perspective P1 parents.\nThis term our project is a book study on a selected few of Beatrix Potter’s stories; the children will create their own animal storybook as a gift for each of the perspective primary 1 pupils as well as a story CD of the children reading some of the stories."

"Our digital leaders work really hard to raise the awareness of e-safety throughout the school. They also do a host of activities to support the development and use of ICT both in and out of school.\nSome of these include:\n> the testing of new technologies and reviewing their educational purpose\n> teaching and supporting other children and staff\n> running coding sessions at lunchtime for their peers\n> holding assemblies to communicate important messages and information on digital topics\n> working with parents to provide help and support on keeping their children safe online whilst at home\n> work in partnership with other schools and outside agencies through collaboration and various other activities\nThe process of becoming a digital leader is very similar to applying for a job in the real world. This is to ensure that our children have the opportunity to experience the preparation and procedures involved from both sides of the process.\nThe current digital leaders advertise their roles then collect and short list the application forms. Formal interviews are held and it's the children who make the decisions and inform the candidates. The whole process is very professional from start to finish and the children thoroughly enjoy the experience.\nThe children meet for one hour after school every week to plan and carry out their role. They also give up their own time one lunchtime per week to hold teaching and learning sessions with peers and staff and complete research and assignments at home.\nThis is our blog. Click on the post to read more about the things we get up to. Don't forget to leave us a comment!"

"Supporting Narrative for Non-Speaking Children.\nBeing able to tell stories about ourselves is a central part of the human experience and of social interaction. Most people do this naturally, for example while chatting with family members over the dinner table. But telling stories about oneself can be a real struggle for people with complex communication needs (CCN); they find it very difficult to create and articulate such stories. People with CCN (ie individuals with severe physical and communication impairments and possibly varying degrees of intellectual disability, eg due to cerebral palsy) rely on computer-generated synthetic speech. Speech generating devices are currently limited to short, pre-stored utterances or tedious preparation of text files which are output, word for word, via a speech synthesiser. Restrictions in speed and vocabulary can be a frustrating experience and are an impediment to spontaneous social conversation.\nThis project is a follow on to the feasibility study \"How was School Today...?\" where we wanted to see if we can help children with CCN create stories about what they did in a day by developing a computer tool which produces a draft story based on knowledge of the user’s planned daily activities (eg from a diary) and automatically-acquired sensor data; and also an editing and narration tool which lets the user edit the story into something which is his/hers and not just a computer output.\nProject Homepage: \"How was School Today...?\"\nContact: Ehud Reiter"

"'How Was School Today?'\n'How Was School Today?' is the name of a piece of Scottish software/hardware developed with the spress aim of facilitation the possibility of allowing disabled children with severe communication impediments to take control of and manipulate the flow of conversation. In essence including them in activities they would otherwise be marginalised in, and forcing their inclusion in a general social mix.\nThe system is the result of a year long collaborative project between computing scientists from the Universities of Dundee and Aberdeen and Capability Scotland. Obviously the capabilities are fairly limited, as it is an initial study, and the program's capabilities are focussed around just one subject: Taking about school. Still, it is an extremely healthy step in the correct direction for better integration of those with social/speech difficulties.\nDr Ehud Reiter, from the University of Aberdeen's School of Natural and Computing Sciences said: 'How was school today? uses sensors, swipe cards, and a recording device to gather information on what the child using the system has experienced at school that day. This can then be turned into a story by the computer - using what is called natural language generation - which the pupils can then share when they get home.'\n'The system is designed to support a more interactive narration, allowing children to easily talk about their school day and to quickly answer questions.'\nIts mostly designed for wheelchair users as the hardware component is intended to clip onto the frame of the wheelchair itself. However, this is not a core requirement, and a different attachment mechanism is not a big deal. It does need to be attached to something however, as it involves a sensor which tracks and records where they are going within their school day. Swipe cards are then used by the teachers or carers who interact with the child to tell the system who the child has met and what activity they have been involved in.\nA sound recorder also integrated allows notes to be made by the child, or by others the child has come into contact with, in order to better pad out the day.\nNatural language generation is used to convert the sensor data into English, e.g. if the sensor data places the child in the hall at 1.30pm, the system would generate a sentence such as 'After lunch I went to the hall'.\nSue Williams, headteacher at Corseford said: 'In the week we used the system we found it very useful to pupils, teachers, therapists and parents alike. It allows children to take control of the conversation without having to rely on help from us.'\nRolf Black from the University of Dundee's School of Computing explained: 'For a child with severe motor disabilities and limited or no speech, holding a conversation is often very difficult and limited to short one to two word answers.'\n'To tell a longer story a communication device is often needed to form sentences but this can be very time consuming, putting a lot of strain on holding and controlling the conversation.'\nPlans are now in place to further evaluate the system to examine how it could be used to support children with different levels and types of impairments, and widened out to incorporate conversations around other themes.\nAfter the promising results and overwhelming support at Corseford, the prototype is to be used with more children over a longer period of time. The pupils who have already trialled the technology are delighted to have the chance to test it again."

"This lesson looks at the concept identity. We will explore what we understand by our own identity and how our identities might be shared with others.\nUnit: What are our identities and communities?\nThis lesson explores how identity can change over time. We will look at our own identities and how they change, thinking about what it is that makes them change.\nThis lesson looks at what a community is. We will consider what you might find in a community and how they are made up. We will also consider the key features that are important in communities.\nThis lesson explores how different communities are changing. We will look at early communities and how they have developed into the communities we live in today. We will consider what has influenced changes in communities and begin to think about future change.\nThis lesson considers how we are connected to one another across the United Kingdom. We will investigate the connections we have with others through a range of examples, including school and the British Youth Parliament.\nThis lesson considers how we are connected to people across the globe. We consider how advancements have made this possible and look at a case study of Live Aid and the Olympics to demonstrate these developments and the importance and value of working with others.\nUnits in Citizenship\nUnits in Identities and communities\n- Citizenship - What’s it all about?\n- What are our identities and communities?\n- What rights should all children have?\n- How does local democracy work?\n- What is crime?\n- How can we make a difference in our communities?\n- How does the political system work in the UK?\n- How does the media affect us?\n- What is the law and how is it changed?\n- How can citizens bring about change?\n- Why was the struggle for the vote important today?\n- What can we do about global problems?\n- How is the UK governed?\n- Are people treated equally in UK society?\n- Why do people move around the world?\n- How can we manage money well?\n- Can digital democracy increase political participation?\n- How can young people play an active role in democracy?"

"The Inauro Tutorial is delivered during morning form time, and is a daily opportunity for students to receive an 'Inauro' Personal Development input.\nEach morning pupils will pray together and read the ‘Daily Briefing’. This is our daily news bulletin that allows pupils to keep up to date with what is happening in school, but also keep them informed with the current headlines and news affairs.\nOne morning a week, form tutors will focus on ensuring pupils are ready for success in the week ahead, instilling key skills such as resilience, preparation and organisation.\nPupils are taught how to read non-fiction texts analytically, and are set reading challenges by their tutors. Inauro Read forms a key part of our whole school liturgy strategy, and is an important part of the week.\nPupils will follow our developing and bespoke citizenship curriculum which is based upon the Oak National Academy curriculum map. Each week there is a focus on a particular British Value, with pupils setting themselves a challenge to fulfill the value throughout the week.\n|Half Term 1\n|Half Term 2\n|Half Term 3\n|Half Term 4\n|Half Term 5\n|Half Term 6\n|Citizenship- What is it all about?\n|What are our identities and communities?\n|What rights should all children have?\nHow does local democracy work?\n|What is crime?\n|How can we make a difference in our communities?\n|How does the political system work in the UK?\n|How does the media affect us?\n|What is the law and how is it changed?\n|How can citizens bring about change?\n|Why was the struggle for the vote important today?\n|What can we do about global problems?\n|How is the UK governed?\n|Are people treated equally in UK society?\n|How do people move around the world?\n|How can we manage money well?\n|Can digital democracy increase political participation?\n|How can young people play an active role in democracy?\n|How well does the media hold those in power to account?\n|What are the strengths and weaknesses of the UK democratic system?\n|What are the strengths and weaknesses of the legal system?\n|How does the economy work?\n|How does the UK still play a meaningful role in the international community?\n|How is UK society diverse and changing?\n|What is the nature of the British constitution?\n|Why do we need the right to protest in democracy?\n|How do others govern?\n|Where does power reside in the UK?\n|Practising what we have learnt\nAt Sixth Form, citizenship material is provided by Picture News, enabling pupils to explore current topical issues in more depth."

"Citizenship Importance of citizenship education Why is citizenship education important? Citizenship education gives people the knowledge and skills to understand, challenge and engage with democratic society including politics, the media, civil society, the economy and the law. Democracies need active, informed and responsible citizens - citizens who are willing and able to take responsibility for themselves and their communities and contribute to the political process. How does it benefit young people? It helps them to develop self-confidence and a sense of agency, and successfully deal with life changes and challenges such as bullying and discrimination. It gives them a voice: in the life of their schools, their communities and society at large. It enables them to make a positive contribution by developing the knowledge and experience needed to claim their rights and understand their responsibilities. It prepares them for the challenges and opportunities of adult and working life. Who else does it benefit? Citizenship also brings benefits for schools, other educational organisations and for society at large. For schools and other educational organisations, it helps to produce motivated and responsible learners, who relate positively to each other, to staff and to the surrounding community. For society it helps to create an active and responsible citizenry, willing to participate in the life of the nation and the wider world and play its part in the democratic process. One of the first steps on the civic journey is the education system. Education should help young people become active citizens once they understand their role within society and how they can go about improving it.The Ties that Bind – House of Lords Report on Citizenship, 2018 Society belongs to all of us. What we put into it creates what we get out of it. At Young Citizens, we believe society is best when we all join in. That is, when we all bring our energy and judgment to it. This helps make it fairer and more inclusive. It supports a democracy in which people participate and belong. We have countless examples of how even the youngest can make a difference. But it means we all need enough knowledge, skills and confidence to take part effectively. We want everyone to feel they belong. And we want everyone to feel they can drive change. The European Commission supports the following definition of active citizenship: 'Participation in civil society, community and/or political life, characterised by mutual respect and non-violence and in accordance with human rights and democracy' (Hoskins, 2006) So let's make this a reality. Let's help people become effective citizens. The cost is much greater if we don't. Suggested Next Steps: Read about what citizenship education entails. Here are opportunities to volunteer with Young Citizens to be a part of the difference we are making. Find out more about our programmes to become active and engaged citizens."

"Citizenship can be thought of on a personal, local, national and global level. It examines the ways in which we can be good citizens and make a valuable contribution to society. It prepares young people for the challenges and opportunities of adult life and helps build confidence and self-esteem. Citizenship education enables people to acquire the day-to-day knowledge they will use throughout their lives.\n- Personal Citizenship — this deals with identity, family, friends, school, relationships etc. It is about empowering people to make decisions and to take responsibility for their own lives.\n- Local Citizenship — this includes involvement in local projects, helping the elderly in your community, helping with youth projects etc. It encourages people to take an interest in the welfare of others on a community-wide level.\n- National Citizenship — this involves taking an interest in your country’s politics, democracy, justice, economy and legal system and how they impact on our lives.\n- Global Citizenship — this develops an understanding of how the world works politically, economically, culturally, technologically and environmentally. It promotes respect for justice and looks at ways we can all have a positive influence on the world."

"Personal Social Health Education and Citizenship are curriculum areas that underpin everything that happens in our school and in our society.\nPSHE gives students the knowledge, skills and understanding to play an effective role in society at local, national and international levels. It helps them to become informed, thoughtful and responsible citizens who are aware of their duties and rights.\nPSHE promotes pupils spiritual, moral social and cultural development, making them more self-confident and responsible both in and beyond the classroom. It encourages pupils to play a helpful part in the life of their schools, neighbourhoods, communities and the wider world. It also teaches them about our economy and democratic institutions and values, encourage respect for different national, religious and ethnic identities, and develop their ability to reflect on issues and take part in discussions.\nThe purpose of citizenship education is to equip the next generation of voters with the knowledge and drive to create change in the world around them. Not only are they taught the factual knowledge that will help them to understand the way that the world around them works, but also provides them with the skills they will need to effect change in the world around them, whether this be at a local, national or international level.\nCitizenship equips pupils with the knowledge and skills needed for effective and democratic participation. It helps pupils to become informed, critical, active citizens who have the confidence and conviction to work collaboratively, take action and try to make a difference in their communities and the wider world. (National Curriculum, 2007)\nAt Tarporley High School & 6th Form College, PSHE and Citizenship are delivered through a series of collapsed timetable days throughout the year. Each day has an overarching theme although each year group will study a different element within the theme.\n- Day 1 – European Day of Languages\n- Day 2 – Anti-Bullying Week\n- Day 3 – Risk and Relationship (Making Informed Decisions)\n- Day 4 – Plans for Transition (Coping with Change)\n- Year 7 – Taking actions at a Local level Local level\n- Year 8 – Taking action at a National level National level\n- Year 9 – Taking action at an International level\nOutside of lessons, students participate in many extra-curricular activities. Examples of these are the Duke of Edinburgh Award Scheme and our Citizenship Exchange Programme with our partner school; Tongaat Secondary, in Durban, South Africa.\nWe are pleased that both pupils and parents appreciate the huge value of Citizenship days in enabling students to gain invaluable knowledge and experience of real-life issues.\nWe aim to ensure that Citizenship Days continue to be creative, energetic days which model excellent teaching and learning."

"Education in group 1 & 2\nWhen your son or daughter transitions to our primary school directly from the daycare, their developmental dossier is shared, which ensures a consistent educational method. Together, we work with an emphasis on your child’s individual development, using our ‘Starting blocks / Basic Development’ method. As such, the transition into primary school is eased for your child. In groups 1-2, we work with the method of Basic Development. Children and teachers work thematically towards the learning objectives which are decided for our children. Various themes, such as professions, tales and seasons, shape all educational activities for a set time: mathematics, language, physical education etc. All children’s social-emotional and motorical development is monitored through the registration program KIJK!\nOur learning model\nFrom group 3 onwards, children work methodically on the core objectives. For all subjects there is a given method. This method is our guide to ensure that at the end of group 8 ,your son or daughter has covered all basic goals. We provide differentiated teaching; the level and experience of your son or daughter is always taken into account, whether they might need additional exercises or an extra challenge. All groups receive English lessons (Groups 1 through 8).\nThe weekly assignment\nSelf-reliance, planning ahead, collaboration and reflection are qualities we find important. We work on these skills through a weekly assignment, always consistent with a child’s experience. The weekly assignment will be conveyed through a planning board or diary. While completing this assignment, children work on important skills such as time-management (e.g. by choosing between mandatory and elective tasks), and learn to reflect on results and processes.\nICT in school\nICT is a tool we use to enrich our educational process. How can we use ICT to make our education more in line with the needs of the child? How can we use ICT to learn about current events? How can IT ensure that the curriculum is still being followed? How do we deal with social media? All these questions we try to answer through the use of ICT. We stay up-to-date by watching trends and innovations and reflecting about how these can enrich our teaching, while not hesitating to apply new ideas.\nCreativity and sportsmanship at school\nThere is much more to school than just scholarly learning. We ensure that the youngest children, of groups 1 and 2, get lots of exercise by regularly doing physical exercises and often giving them the opportunity to play, be it inside in the gym or outside in the school yard. Groups 3 through 8 receive regular physical education classes in the big gym at Pius X, and every school year a Sports’ day is organized. Arts and crafts are also included on the schedule, when the children make beautiful things, both individually and collectively. (World) Citizenship & social skills Our students don’t live only in Bladel, but in a bigger world! Through themes, the internet and experiences, all kinds of activities are devoted to life in society.\nWe would love to show you our school, so that you can taste the atmosphere for yourself!\nSend us an email at firstname.lastname@example.org or call us!"

"Personal, Social and Health Education (PSHE) and citizenship, promotes pupils’ personal social and emotional development, as well as their health and well-being.\nAt Springfield, we value Personal, Social and Health Education (PSHE) as it supports our children in their social and emotional development as well as promoting their health and well-being. We believe that in order for our children to thrive, they need a secure understanding of how to manage their feelings and relationships and how to face challenges in their lives.\nThrough our PSHE curriculum, our children build the knowledge and understanding that they need to be positive citizens and to play effective role in their community. Our lessons give children an understanding of the rights and responsibilities that are part of being a good citizen, which enables them to play an active and healthy part in the life of our school, their community and the world.\nWe strive for our children to be informed, thoughtful and responsible individuals who are aware of their rights and responsibilities.\nHow we plan for and teach PSHE\nWe follow the Jigsaw scheme of work for PSHE, which has an integrated whole school approach. Each half term begins with a whole school assembly to introduce the theme. This is then reflected in each week’s focus value.\nEach class has a weekly PSHE session to explore these themes. This subject is taught mainly with various hands on activities, discussions, debates and circle time.\nOur PSHE curriculum is embedded in our whole-school ethos where we celebrate difference and values of respect, tolerance and equality.\nHow we evaluate learning in PSHE\nThe impact of our PSHE curriculum is evident in the confidence our children demonstrate when expressing their feelings and managing their friendships. Children at Springfield learn use their voice to express their emotions and to use words to solve problems. We also see the impact of this learning in our children’s engagement with their community and their care for others. The choices our children make to keep themselves safe and healthy also reflect the impact of our PSHE curriculum.\nYear Group Overview\nClick on the link below to see the PSHE curriculum for each year group.\nPSHE at Springfield\nAt Springfield we aim to provide experiences that will have maximum impact on learning through developing confidence, encouraging an active role and developing good, respectful relationships. Teaching methods are designed to encourage sharing ideas as part of a group and listening and respecting the views of others."

"What are INSET days?\n- INSET stands for In Service Training. All schools in England have five days every year when they are closed to pupils to allow for staff training. They are an important part of staff training and development, ensuring that staff stay up to date with latest developments. Our INSET days are linked to our school development plan.\nWhat is EYFS?\n- EYFS stands for Early Years Foundation Stage which is Nursery and Reception.\nWhat are Key Stage 1 and 2 (KS1 and KS2)?\n- Key Stage 1 is Years 1 and 2. This department was previously called the infants.\n- Key Stage 2 Years 3, 4, 5 and 6. This department was previously called the juniors.\nWhat is the National Curriculum?\n- The national curriculum outlines what all children should be taught in each Key Stage.\nWhat are SATs?\n- Statutory Assessment Tasks are national tasks / tests which are used to assess children at the end of Key Stage 1 (Year 2) and the end of Key Stage 2 (Year 6). The SATs results show how the children achieved in particular tasks or tests taken on as specific day / week therefore they are a snapshot and are looked at alongside teacher assessments.\n- SATS are taken towards the end of Year 2 (usually during April and May) and at the end of Year 6 (a national SATs week is published annually\nWhat is Teacher Assessment?\n- This is the teachers’ judgement about where an individual child is in relate to the national standard. This judgement is based on evidence gathered over a period of time and from a range of pieces of work, together with test results. It is usually a more reliable judgement of a child’s attainment than a test result alone.\nWhat is PPA time?\n- All teachers are entitled to 10% Planning, Preparation and Assessment time.\nWhat is Achievement Assembly?\n- We have achievement assemblies every week in separate key stages. They are an opportunity to recognise, celebrate and reward children’s achievements.\nHow do I find out about my child’s progress?\n- Parents are given interim reports twice a year at our parent teacher meetings in October and March and end of year assessment results are reported to parents in the Annual Report, which also includes individual targets for your child. If parents require clarification about anything they are invited to make an appointment to discuss the report or talk to the class teacher at the end of term open evening.\n- Parents are encouraged to talk to their child‘s teacher, the key stage phase leaders or Deputy/Headteacher about any aspect of school life that concerns them. As the teachers are involved with the children throughout the school day it is usually necessary to hold such discussions either before 8.45am or after 3.15pm. However, if the matter is very urgent, a member of staff will always be available.\nHow do I contact the Headteacher or staff?\n- You can call in to the school office and make an appointment, email or write a letter.\nWhen can my child learn a musical instrument?\n- A number of peripatetic music teachers work at Cheadle Heath and provide instrument tuition during the school week. Pupils can learn the ukulele from Reception but other instruments are introduced in Key Stage 2.\nDo the children have swimming lessons?\n- Swimming is part of the Key Stage 2 PE curriculum. At Cheadle Heath children in LKS2 have swimming lessons once a week – Y4 in autumn and spring terms, Y3 in summer term.\nWhere is the lost property kept?\n- Lost property is kept in a storage unit in KS1 and in the KS2 bay. It is put out in the hall / playground at the end of each term. Please ask at the office if you wish to look for lost property and (a plea!) please remember to label all clothing!"

"Nov 30, 2017\nOne of the major issues in physical activity and sport in schools we are guessing the amount of activity and the type of activity children are engaged in within schools. It is no longer good enough to tick a box because someone is doing physical activity. It is understanding what intensity, how long and what activity they are engaged in. This is crucial.\nWe need to take the guess work out of what activities we believe the children are involved in throughout the school day and this can only be done by having a objective resource that provides the correct data. There is resistance to Fitbits etc. as this information can be compared by children and GPS does not work indoors and isn’t accurate.\nThe PAT System (Pupil Activity Tracker) has recently been launched by SAQ International. This uses ANT technology - it doesn’t track the child so is not invasive; it captures their activity using new technology that involves an accelerometer. This provides all levels of physical activity from sitting, sprinting and it also provides loading, steps and distance covered.\nAccess to the dashboard is through the Cloud and this is the responsibility of the school, teacher and head teacher. Here they can look at individual’s performance, whole class, whole school and girls v boys etc. It provides a minute by minute picture of what an individual has done throughout the school day. This can lead to competitions class against class, school against school, girls against boys, etc. but the individual data can be kept secret and personal goals can be set by the teacher so therefore it is not always the sporty children who win the awards.\nAn added bonus to the system is that parents and children can access their independent performance through the Cloud with a simple individual licence. Therefore the parent can gain an understanding of the levels of activity their children are taking throughout the school day and week.\nPAT is the future of monitoring physical activity within schools."

"ADHD is a hot topic these days. Diagnosis is on the rise and more and more parents and professionals are trying to determine effective interventions. This article offers a great option for parents and kids. It appears that exercise may help modulate a child's behavior so that they can better attend during more focused, singular tasks. What I like about this article and exercise as a form of treatment is that it is sustainable. ADHD often persists into adulthood and this allows children a way to help modulate their behavior throughout their lives. Another thing I like about exercise is that it is natural. I am not suggesting that exercise should replace medication, but exercise may offer an additional way for children to help focus. Moreover, exercise is good for kids in general! And it allows kids with ADHD to self-treat without standing out from the crowd. The exercise actually alters a child's brain chemistry in a way that helps them focus. I would imagine that this is good for all kids, not just ones with ADHD. So check out the article and let me know your thoughts. Enjoy!\nI have been quite the delinquent poster. I apologize. It has been a very busy few weeks. But I knew that I needed to make time to post something this week because it is a very important week. It is School Psychology Awareness Week! Even though I no longer practice in a school, education is never far from my mind in my treatment of children, parents, young adults-everyone! Education is an important part of everyone's life and understanding what goes on in schools and how it shapes and molds people is an important part of treatment. I want to wish my fellow school psychs out there a very happy week! I hope it is filled with baked goods and accolades because we do not get enough of that. School psychologists are such an integral, but often overlooked, part of a school. I have had several people tell me that they did not know that their school had a psychologist. It sure did and although you did not know that person personally, their presence and impact was definitely felt. Psychologists are no longer just testing machines who determine whether or not a child receives special education. We work to support teachers with challenging behaviors, serve on school improvement boards, consult daily with administrators and staff. We impact the culture of the school; helping to make it a more welcoming and inclusive place for all students and families.\nTo those of you who have worked directly with a school psychologist, please take a moment to thank them for all of their hard work. It doesn't have to be something large and grand (although that never hurts), but just a simple 'thank you' means a lot. And if you have never worked with the school psychologist at your child's school, take the time to find out who that person is. Get to know him or her and what he or she does. You never know when you may need to reach out.\nThanks School Psychologists for all of the hard work that you do. I highly value the work that I have done in the schools as it has greatly prepared me to understand what children truly need when they receive services from outside providers. I hope that everyone who reads this highly values that work as well.\nSchool Psychology Awareness Week 2014 is from November 10th to November 14th. For more information about school psychologists and the amazing work that they do, please visit the National Association of School Psychologists (NASP) website: http://www.nasponline.org/about_sp/who-are-school-psychologists.aspx Strive. Grow. Thrive!"

"This week happens to be National School Psychology Awareness Week. In an effort to promote our profession and provide an understanding of what it is that we do – because it seems to be ever evolving, changing, and growing – each year the national association designates a week in November to present a message to the public about school psychology.\nHelping Students and Families Connect the Dots and Thrive in School and Beyond.\nSchool psychologists are trained to support and help students build their strengths, skills and abilities and realize their goals. Specifically, we have the expertise in mental health, learning, and behavior to help children and youth succeed academically, socially, behaviorally, and emotionally. We help students build upon their strengths, skills, interests, and abilities to ‘connect the dots’ and thrive. This includes helping them identify and plan ways to accomplish short and long term goals, building better relationships, and finding ways to keep going even when things get tough.\nAs many in our community may wrestle with high emotion and confusing thoughts and opinions related to incredibly important matters of faith, family, belief, and hope for the future, being accepting and loving towards everyone, even those that are very different from us, while challenging, may be more important than ever. Kids in school, especially as they get older, become notoriously peer focused! Who is getting the A? Who has the coolest phone? Who does the teacher call on the most? Who got asked to the dance? Etc. Etc. Supporting our kids to be true to themselves, yet accepting of others can be such a difficult task.\nAll children have the potential for greatness and success. As parents and educators, we can help them realize their vast potential – achieving their goals, thriving in the face of adversity, solving problems, and continually growing as an individual – by helping them to ‘connect the dots’ along the many pathways to success. Every student can and NEEDS to be successful but each pathway, each pathway of ‘dots’ will look different.\nHow can you help YOUR child connect the dots to thrive in their own way? Here are just a few ideas:\n- Encourage your child to set goals and map out a plan for achieving.\n- Help your child identify his strengths and interests.\n- Support your child to try new skills; emphasize that learning and growing requires ‘stepping into the unknown.’\n- Help her work through set-backs or lack of self-confidence by helping to identify negative thoughts that may suggest concerns about his ability to be successful. As a parent, you can help children see what the small steps are and how persisting and overcoming obstacles is part of succeeding. Help her realize that setbacks are not permanent of all-encompassing.\n- Model perseverance and problem solving when faced with challenges or difficulties\n- Help your child develop positive relationships with peers and adults and model respectful, caring behaviors with others\n- Praise attempts as well as success and make sure that you focus on the effort put into the success.\n- Help your child internalize a sense that he can achieve by reinforcing the skills already developed and encouraging her to try new challenges.\nTo foster your child’s unique development, or if you have questions regarding their strengths, skills, and abilities, contact Amy Folger, school psychologist and clinical mental health counselor. Support them to ‘connect the dots & thrive’ in school and beyond."

"Welcome to Key Stage 1 (Year 1 and Year 2)\nKey Stage 1 at MISY consists of two year groups,\nYear 1 students are 5 years old at the beginning of the school year.\nYear 2 students are 6 years old at the beginning of the school year.\nEach class is taught by an experienced foreign teacher supported by a well qualified assistant teacher.\nYear 1 class begins at 8:15 a.m. and finishes at 2:20 p.m.\nYear 2 class begins at 8:15 a.m. and finishes at 2:30 p.m.\n- To provide a secure and happy learning environment\n- To promote positive relationships.\n- To establish a love for learning that will go with them throughout school\n- To help students develop good learning habits\n- To help students recognize their own strengths\n- To help children to develop an awareness and appreciation of the world around them\n- To promote positive parent partnerships through good communication and joint learning opportunities\nEnglish National Curriculum\nStudents in Year 1 and 2 acquire knowledge and skills in line with the English National Curriculum adjusted to an international setting. We provide a varied, balanced and rich programme which fosters a love for learning that we hope your child will carry with them throughout their lives. We know that KS1 is a crucial stage in a child’s school life.\nThe curriculum consists of the core subjects of:\n- English and Mathematics which are taught every day\n- Science, Geography and History, teach a broader understanding of the world\n- Personal, Social and Health Education lessons (PSHE) teach students how to look after themselves in a rapidly changing society, on the web, physically, emotionally\n- ICT, Music, Art and Myanmar classes are all taught by specialist teachers\n- Mandarin classes start in Year 2\n- Weekly library lessons encourage students to choose and take library books home and share them with their family.\nAfter School Activities, Sports Coaching, Educational Trips and Celebrations\nWe run a programme of exciting after school activities and sports coaching which students are encouraged to sign up for each term.\nAll classes go on educational trips which are linked to the unit of study.\nStudents join in school wide celebrations such as International Day, sports days, cultural Days and end of term performances.\nCommunication with Parents\nWe understand that it is vital for parents to be involved in their child’s learning and regular communication is essential. We have the following system to keep you updated:\nMeet the Teachers’ Event\nAt the beginning of the year, individual class teachers explain the routines and expectations of their class. This is also a chance for parents to ask questions about the school day.\nReports and Conferences\nEach year there are two student-teacher-parent conferences, and two written reports to keep you updated about your child’s progress.\nElectronic communication via Class Dojo\nWe use Class Dojo which is a safe electronic method of communication between teacher and parent to send regular messages and photos to update you about what is happening in class. We send a newsletter to parents via Class Dojo at the beginning of each unit to keep you abreast of our learning.\nWe hold regular coffee mornings for parents to update you on new initiatives."

"Regular exposure to high quality literature and phonics teaching soon encourages the children to experiment with writing. We teach the skills of spelling, grammar and composition in exciting and varied ways.Reading opens up a whole world of imagination and information. A dedicated Pre-Prep Librarian helps every child develop their skills as a reader, easing access to the rest of the curriculum\nWe aim to give every child a solid foundation of understanding in mathematics, and to use that knowledge to explore and solve problems.\nPlenty of hands-on experiences of mathematics ensures they have solid mathematical concepts and understanding.\nWe take all those questions that children love to ask about the world around them and show them how to find answers for themselves.\nBy stimulating their natural curiosity, indoors or out, we show them how to look closely, ask the right questions and use different sources to find answers.\nAs they move through the school, they learn the foundations of scientific method.\nWe work closely with the science departments in both the Prep and Senior schools to create stimulating experiences. For example, night time visits to the school’s observatory to view the stars with the senior school astronomy group or a sherbet workshop in the Prep School.\nEvery child from Reception to Year 2 has a weekly French lesson. This is taught through rhymes and songs that develop the children's vocabulary and enjoyment of the language and lay the foundation for further study.\nMusic is very much part of everyday life in the school.\nWe encourage the children to listen to and respond to a range of different musical styles, from classical to nursery rhymes. Specific skills such as rhythm and beat are taught in weekly music lessons.\nAdditional one-to-one music lessons in a variety of instruments are also available.\nSome form of physical activity happens every day.\nThere’s a range of different opportunities to find the activity each child will enjoy. For example, games lessons, gymnastics, music and movement and dance, as well as weekly swimming lessons. For every child from the Nursery to Year 2.\nDance and football specialists visit the school every week, and we run a range of after-school sports clubs too.\nKindness and caring permeate all we do. Specific Personal, Social and Health Education (PSHCE) lessons teach the children the skills they need to live and work in a community. We cover subjects such as respect for others, feelings, how to care for others, road safety and a range of different health issues.\nTechnology runs through everything we do, from interactive whiteboards in the classrooms to the use of iPads to support subject knowledge.\nThe children are encouraged to use technology to support their learning from the moment they enter the school. And they soon become independent explorers.\nHumanities (Geography and History)\nWe develop the children's sense of time and place through their topic work. Every subject they tackle has a historical or a geographical dimension.\nWe teach the children a number of skills: to use different sources to find out about the past or different places, and to use their own experiences to learn about their own country and past.\nWe get them to ask questions and learn key facts, and later to question the accuracy of sources and debate key issues that arise.\nAs you’ll know, Ardingly has a strong Christian foundation. We use Christianity as the basis on which the children learn how to treat others. We value and encourage the sharing of other beliefs, and teach the children about different world faiths."

"How do we promote British Values at Endsleigh Holy Child VC Academy?\nPromoting and Supporting British Values at Endsleigh Holy Child\nAt Endsleigh Holy Child we strive to support and model British Values in all that we do. These values teach our children about important aspects of the world around them and help them to reflect on their own journey in our society. We engage in British Values alongside our Catholic faith as ways to guide us to live thoughtful, tolerant, and respectful lives. At Endsleigh Holy Child we recognise, not only the importance of helping students to flourish academically but also spiritually, morally, socially and culturally, so they are fully prepared for life in British society and for their role as citizens, able to make the strongest possible contribution to the Common Good of all.\nFollowing guidance from the Department of Education, at Endsleigh Holy Child we strive to:\n“to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nHere is how we teach and embody these British Values in our school:\nWe live in a democracy, which allows us to express our thoughts fairly and freely and have a say in the way in our society is governed. At Endsleigh Holy Child we have an elected School Council which allows children to express their thoughts freely and is used as an opportunity to teach the children the workings of democratic processes. Also, the school regularly conducts children’s questionnaires to inform the Senior Leadership on the student’s opinions and allows the children to have an impact on the direction of the school. Endsleigh Holy Child encourages volunteerism in and out of school to encourage responsibility and a sense of community. Within school our volunteering opportunities include out playground leaders, playground buddies, luncheon club helpers, and also raising money for local and national charities. In the classroom and our assemblies, democracy is promoted through our PSHE lessons which teach the children about the world around them and how they can contribute to it.\nThe Rule of Law\nAt Endsleigh Holy Child, pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. The children understand that rules also exist within the classroom which are in place to keep everyone safe during their learning and remind us that we are bound by common expectations regarding our behaviour as indicted in Endsleigh’s Behaviour Policy. There are rewards for exhibiting good and caring behaviour and consistent demonstration of our school core values. Weekly awards are given to pupils who display the school values and uphold good behaviour both in and out of the classroom. Through our school assemblies, Jigsaw PSHE lessons, and stay and pray sessions the children are taught how to earn trust and respect and are supported to develop a strong sense of morality; knowing right from wrong and doing the right thing even when it’s difficult. We have support to demonstrate the rule of law from our local community, receiving visits from Humberside Fire and Polices services.\nAt Endsleigh Holy Child, children are free to express their thoughts and feelings in class, allowing them to flourish as free-thinking individuals. Children are also taught the importance of keeping safe when expressing yourself, especially online, through ICT lessons and the wider PSHE curriculum. Through our school core values and the Jigsaw PSHE program, children are taught about personal responsibility, choices, ambition and aspiration. They are encouraged to take opportunities to follow their interests in art, music, sport etc. and given opportunities to do this through a range of school clubs.\nAt Endsleigh Holy Child, every child is taught they are special and unique human beings deserving of respect and that those around them are deserving of the same considerations. At Endsleigh Holy Child, respect is embedded into the core values of our school and is modelled by pupils and staff alike. The school promotes respect for others, and this is reiterated through our classroom and learning environments as well as extra-curricular activities such as sport. Through our school’s core values and virtues, Faith theme days, SEAL, PSHE and stay and prayer children are taught to respect each other, to be cooperative and collaborative, be supportive and to look for similarities while being understanding of differences. We always have high expectations for all of pupils which are clearly stated in our Behaviour Policy and Single Equality Policy.\nTolerance of those with different faiths and beliefs\nAt Endsleigh Holy Child, we help children to understand the world around them through equipping pupils with the ability to develop positive values, understand their own beliefs and their place in a culturally diverse society. Tolerance of different faiths and beliefs is promoted through the Syllabus for Religious Education and our Faith based theme days. Children learn about different religions, their beliefs, places of worship and festivals. The children’s work on this subject or whole school learning in assemblies is often displayed in the classrooms or around the school. This is supplemented by assemblies (Key Stage and whole school), which often mark and celebrate significant religious festivals of the school’s Catholic faith and other faiths"

"In our rushed and stressed lives, time has emerged to be the most valuable commodity as we tend to use most of our time working hard to provide for our homes and family. Now, with many more cases of both partners working than ever before, the amount of time parents can dedicate to their children\nis decreasing by the day. Before working parents plunge into a pool of guilt, they should remember that even a stay-at-home parent may not be spending very much quality time with a child.\nQuality time can be very simply defined as meaningful time spent nurturing a child and communicating freely with him or her. This is the time when parents can bond most meaningfully with their children, while also creating happy childhood memories. Both working and stay-at-home parents need to make the effort to create some quality time with kids and help them grow into happy, confident and responsible adults.\nRobin Age suggests 10 easy ways to find and create that elusive quality time:\nMobile free car time: Put away your cell phone and its handsfree unit when driving your kids to and from school or hobby classes or a friend's house. Use that commuting time to talk, talk and talk. You may have to ask leading questions as not all children find it easy to articulate words to describe their day or their feelings. But giving them the opportunity to air their thoughts is very important and makes them feel involved. One mother asks her son to read out passages from inspirational books for kids, as she drives him to school every morning. They then discuss its message and meaning and find this to be the most stimulating start to their day.\nHug Time: No matter how busy you may be, there is always time for a few hugs. Hugging your children makes them feel special and cared for and can lift their spirits if they are anxious or upset. Sometimes a hug can be the most effective way to quella tantrum-in-the-making.\nGet Sporty: Getting involved in your children's favourite sports helps both kids and parents. For children,it helps them become confident, healthy and tough - physically and mentally. It also teaches them how to co-operate with other children. Having their parents join in the sport makes children feel that parents appreciate their interests.\nHomework help: Whether it's preparing for a weekly test, checking the school schedule or teaching a few mathematical equations, helping with homework provides a great opportunity for quality time. Children love the personal attention and you get to keep up with what they are doing in school as well.\nOdd jobs and chores: Children love to help in chores around the house so make sure you involve them in small jobs that are age appropriate. In fact experts recommend that as kids grow, they should have household chores as part of their daily routine. Bonding over setting the table or putting away dishes is an experience you both are sure to enjoy and look forward to. In addition, it helps children understand how hard parents work and creates a sense of respect for all kinds of jobs.\nHobby routine: Spending time together working on a hobby is a great way to bond. Enjoying a hobby needn't be a lavish exercise. It could be something as simple as playing jigsaw puzzles, solving crosswords, walking in the park or trying to do some artwork together.\nNature trips: Going hiking, walking through a forest trail or just sitting around the campfire telling stories is a great way to appreciate nature and also spend quality time with children. Sometimes just a different setting and a relaxed ambience helps children open up and share feelings they may find difficult to express in the regular home routine. Ask your kids to plan the trip to suit their likes while you oversee their planning. This will make them feel very special.\nMealtimes: A great opportunity for the entire family to spend time together, meaningfully. Try and make eating at least one meal together a strict rule and use that time to catch up on each other's day. This gives children a comfortable platform to express their feelings - to tell you if something went wrong, or update you aboutwhatever went well.That is your cue to appreciate their efforts. When children are acknowledged for their hard work and the tasks they finish, it motivates them to do more.\nOne-on-one 'dates': If you have more than one child, make arrangements to keep one occupied - with the grandparents, at a friend's house or at a hobby/sports class. Take the other child for a quiet meal or milkshake and let her decide where to go. To a child who has to share you with a sibling all the time, even an hour of your undivided attention means a lot.\nBe available: Your children should be secure in knowing that you are only a phone call away at all times. Of course you will have to set the ground rules for calling you at work, but try to take their calls even if just to say you will call back later. Your coming on the line for even that brief conversation means a great deal to a child.\nMore than effort, you need imagination to create pockets of quality time in an otherwise packed routine, but it is quite easily possible and will pay rich dividends as your child grows up feeling secure, loved and happy.\n© Copyright © 2013 HT Media Limited. All Rights Reserved."

"Preparing a child for a particular change in their life gives them a greater chance of coping, not only with that specific change, but with any unexpected events later on in life. Starting school is clearly a big change and we make lots of opportunities during your child’s final year at the pre-school to prepare them for this. Experiences such as visiting the school library, eating lunch in the hall with the school, going out into the playground during play time and changing for PE all help with the transition to school, whether your child is going on to Seer Green School or another school. We also have good communication with the local reception teachers, which helps them to support your child’s transition.\nHowever, clearly, what you, the parent, do to prepare your child for school has a massive impact. Here are a few tips:\n- Try not to let your child see your own anxieties about them starting school or talk about how much you’ll miss them\n- Try not to make too big a deal about it, even positively (you may well find that every friend and relative wants to talk to them about it over the summer!)\n- Let them talk about their favourite things about pre-school\n- Arrange a play date or two over the summer holidays, if possible with a child who will be attending the same school\n- Encourage their independence, particularly with dressing, but also with personal hygiene and tasks such as opening their own yoghurt\n- Do seek advice from pre-school staff, if you are particularly worried or have specific concerns\n- Read PACEY’s (Professional association for childcare and early years) useful guide for parents."

"The Surprising Truth About Learning in Schools\nAs part of the lead in to our Parent Information evening that we are holding in a couple of weeks time I have posted this TEDx talk for you to watch and consider. In it Will Richardson (a leading thinker and writer about the intersection of social online learning networks and education) takes his knowledge of how to help kids develop into powerful learners and looks at how school has tried, and how it needs to reconsider, how to make that happen.\nIt's a great watch and is quite confronting in the way that he explains how we (as parents) know a system and structure of school that is not appropriate for the time we live in and the world that our children will end up 'working' in. The vast amount of knowledge, the ease of access to that knowledge with digital tools means that we have to balance the learning of knowledge with the ability to know how to apply and use that knowledge - ie to think!\nAs a school we are working together and developing learning programmes that challenge our children to manage themselves; to participate and contribute in the learning programme, to relate to others in both learning and social situations and to develop their thinking. A curriculum and learning programme centred on the key competencies, with a foundation of enriching learning contexts, is what brings reading, writing and maths to life.\nParent Information Evening - Monday May 23 @ 5.30pm\nOn Monday May 23 @ 5.30pm we're offering a parent evening for you to come and hear about the developments in our teaching and learning programmes. This includes the continued development of our collaborative teaching teams and the digital tools that are being integrated back into the learning programmes over Term 2. The evening will start off in the hall all together for an introduction and then we'll break into the different teams across the school where they'll share what each team (and the teaching teams within that) are up to. Bring your kids so you can both go to a different session as we'll have something organised for them.\nWe aim over time to give continued opportunities for you to stay connected with the developments of our teaching teams.\nDeveloping Self-Directed Learning Fundamentals\nBelow is a short two and a half minute clip that gives a good example of the fundamentals that support the development of self-directed learning within the context of the different age and stage of our learners. Have a look and think about what this might look like for your child.\nDr. Peter Gray is an evolutionary psychologist that studies how people learn."

"Parents Day is a gesture of love and respect that children show to their parents in response of their selfless efforts and contribution in the upbringing of their children.\nParents Day was initiated by the US President Bill Clinton in an aim to conserve a day in the honor of parents together. The day is an extended link of Mother Day and Father Day celebration and is celebrated on every fourth Sunday of July.\nChildren can do various things to make this day special for their parents like they can prepare a gift for them, can perform dance or sing a song, can take them for lunch or dinner, or can present them a card or a bouquet. But, what can be more impressive and expressive, then giving a very effective speech filled with mesmerizing and touching words and phrases? Words are the best medium of showing our respect and gratitude to the parents. Hence, they should be specifically chosen and arranged in an effective manner to make this day very special.\nSome tips for making Parents Day Speech effective and well presentable are given below:\n- Selection of particular and effective words for this occasion can only make your speech good to hear and understand. A well written speech comprises selective words and phrases to make it applause winning.\n- The speech should comprise emotional phrases and should be short in size to avoid creating boredom around. The words chosen should be relevant in showcasing your love and honor towards your parents.\n- Putting old and loving moments you spent with your parents can take your parents to loving old days.\n- Putting incidences of your childish activities will bring all those cherish moments live again and will make the environment lively, yet emotional.\n- Putting old incidences will make an emotional connection between you and your parents as they love to know that you still have not forgotten those lively moments.\n- Be particular and selective while writing sentences for the speech. The concentration of the speech is to make your parents proud of what they have done in bringing their children to adulthood. Put complete phrases and avoid pleasing sentences.\n- Well written speech can only be successful, if it is delivered in right way. So, present your speech in effective manner with good presentation including right delivery in right sentences with right pauses and sentiments.\nMore Information About Parents Day"

"Essay Speech PT3 : Speech For Teacher’s Day\nThis is one the best written essay speech for the PT3 students as the guideline and directory for you to make a quality essay speech. Questions : On Teacher’s day, you as the head prefect of the school have been asked to give a speech. With the help of the notes below please write out your speech:\n- the purpose of Teacher’s day – we must appreciate their efforts, service and their dedication\n- teachers – give knowledge, moral values of life, skills for examination, advising us what is wrong and corect our mistakes\n- programme of the Teacher’s day – teachers are invited to attend a concert, organise lot of games and activities and lunch is served.\nExample Essay Speech PT3 : Speech For Teacher’s day\nA very good morning to our respected and honourable principal, teachers and my fellow friends. In conjunction with Teacher’s day, I as the head prefect of our school have been asked to give a speech.\nOn 16th May, Teacher’s Day is celebrated by all of us and across the world. The main purpose of Teacher’s Day celebration is for us to value and treasure their spirited dedication and untiring service. Time and energy may have been sacrificed by the teachers to bring up and give the best outcomes to the pupils. A very motherly look have been used by them to look after us like their own children. In preparation for our examinations, they also have imparted and convey on the students a great deal of knowledge and skills. Teachers are also a good counsellors which means they are good listeners and the one who will advise and correct us if we do wronged. Many students have turned over a new leaf and go down the right path. These are all caused by the teacher’s concern towards their students.\nToday, we have lined up a few programmes and activities, as an appreciation for our beloved and dedicated teachers. First and foremost, teachers are invited to attend a concert. In the concert there will be many performances. A chorus and magic show also would be there. In addition,teachers will also participate in games that have been organised. Teachers and students are been prepared to have few games together. Before we leave, the teachers would be prepared with a special lunch and will be served by our school canteen.\nToday is the big day that we can show our big and deep appreciation to our teachers. So, I would like to take this chance and golden opportunity to express my gratitude and to thank our beloved teachers. Last but not least, the importance of appreciating our respected teachers should be emphasized. We can show our appreciation in many ways such as listening to their advice and by getting flying colours in the examinations. Lastly, I would like to share this quote “A teacher is like a candle it consumes itself to light the way for others.”\nThank you for lending me your ears.\nP?S : Another 3 good examples for Essay Speech PT3 here…"

"Employers are increasingly putting more emphasis on the 'soft skills' they would like their future employees to have. This section explores some of the most important skills for your students, whether they are at school and thinking of going into higher education or looking for employment.\nMany of your students will be preparing to sit important exams over the next year or so. Knowing how to study and what revision techniques work best for them is exceedingly important.\nWe can deliver an in-school study skills presentation to get your students thinking about different techniques. To request a visit, drop us an email at firstname.lastname@example.org.\nEducation and work both require young people to hone their interview skills. This tends to be quite different and much more formal to interactions that young people may be used to.\nTypical interview questions As a teacher, it is useful to give mock interviews to students, whether their next step is a university interview or going into employment.\nUniversity interview guidance some university courses and institutions require applicants to go through an interview process. UCAS provides some useful advice about how the interview process work and how to prepare.\nThe National Careers Service is an excellent resource for interview preparation and every other stage of writing job applications.\nOther soft skills are important for all students in order to succeed at university, and they also play a highly important role in the work place. With many fields becoming exceedingly competitive in the job market, job-applicants will need to show they have the competitive edge on other candidates with similar qualifications.\nThe National Careers Service provide some useful guidance on identifying soft skills and also have a variety of different assessments your students could complete to identify their skill areas, personal styles and motivations. Individual reports are automatically generated to highlight areas for development, strengths and job suggestions."

"Class 10 at Turney School have been offering some thoughtful contributions to our weekly Careers sessions. The students are now at an age and maturity where they can perhaps start to think about some of the options that are available to them when they sadly leave Turney School. We stage a career themed lesson each week to help express these ideas and thoughts.\nThe sessions are very informal. The ideas we discuss aren’t always about further education or employment. The teaching staff are keen for the Class 10 students to think about the world around them, and how they can relate to this when the time comes to move on to the next stage of their development.\nA great warm-up activity is always the playing of the Class 10 Card Game. The students sit in a semi-circle and then choose a random card with a question. Having shared the question with our friends, our task is then to articulate a thoughtful response.\nThese questions cover a variety of topics covering work aspirations as well as personal thoughts. Recent cards selected posed the questions: If you were staging a dinner party, what would you cook and why? If you were an animal, what would you want to be? What might be your dream job?\nThis work is wonderful for opening up the thoughts of all the class friends. We often find that it is the perfect conversation starter for the rest of the session. It helps improve the verbal skills of the pupils and is great at improving confidence levels.\nClass 10 also watch weekly round up of international and domestic news as part of these career-themed sessions. It is important for the students to have an understanding of the world around them and how they can relate to it.\nA 3-4 minute video bulletin is watched, aimed with an audience of young adults in mind. The content covers serious issues such as the current Ukraine situation; education or career related topics as well as some light-hearted news items.\nOnce the broadcast has finished we then discuss some of the subjects openly as a group. Questions are asked to help us retain the knowledge. The teaching staff also help the class discussion flow by asking for thoughts on some of the issues and how they might relate to our own lives.\nA recent careers session for Class 10 finished with a sharing of our individual skills. We asked each student to talk about what activities they are good at. We added in the idea of aspiration by asking each pupil what he or she would like to improve at, and then worked towards a solution to achieve this."

"Whole School Curriculum\nIt is not the beauty of a building you should look at; it’s the construction of the foundation that will stand the test of time.’ David Allan Coe\n‘Happy Confident Children, Learning to Learn’\nThe core intention of our curriculum is for our children to develop a deep body of knowledge and skills through engaging and memorable learning experiences which encourage all children to ask ‘big’ questions and develop Independence and resilience in their learning.\nChildren will learn through a thematic, enquiry based curriculum that still maintains the integrity of subject disciplines. The curriculum will support children to develop a very rich vocabulary. Through clear, planned progression, the curriculum has woven knowledge, skills, vocabulary and concepts throughout all the enquiries studied. The curriculum has strong links with the local area and the UK and makes links to significant people and places within the locality.\nOur curriculum prepares children to live in their world and to be able to contribute as knowledgeable and responsible citizens. All of our children are entitled to an education that builds cultural capital and gives them the chance to access the knowledge and skills they need to succeed.\nIn primary schools within The Priory Learning Trust (TPLT), we teach the National Curriculum 2018 through 21 x 12 week learning enquiries over seven years; three per year for each year group.\nAt Castle Batch Primary School Academy, we explore the curriculum through Big Ideas and Big Questions. The Big ideas encompass the concepts that are developed as children journey through our school. The Big Questions start our enquiries and form the focus of our learning for each Learning cycle.\n‘Learning is defined as an alteration in long term memory. If nothing has been altered in long-term memory-nothing has been learned’ – Sweller et al\nThe impact of our curriculum will be measured by establishing how much children know and can do during each Learning Cycle. We will use everyday classroom practise to ascertain how our children are meeting age related expectations. Talking to children about their learning is a powerful tool to determine their understanding and to unpick their thinking in order to facilitate deeper understanding.\nAt the end of each learning enquiry a dedicated week is allocated for summative assessments which will include nationalised tests, self and peer quizzes etc."

"Culturally relevant teaching helps students retain cultural integrity.\n“One error has been to try to insert culture into education rather than provide education within the framework of the culture. Both the students and the teacher must create dynamic, safe, fluid culture in the classroom, and the objective of this culture should be to engage in learning and professional development, not simply to fulfill the requirements of a job.” - Gaffney, 2005\nHow do we honor what children and families bring to school?\nThe following activities and experiences are a culmination of ideas shared by teachers, coaches, assistants and parent educators... just a beginning of the ways to bring students' and their families' diversity into the Pre-Kindergarten classroom. The categories include Celebrating Me and My Family, Using Technology to Bring Families into the Classroom, School-Home Exchange and References.\nCelebrating Me and My Family\nStar of the Day/Week: Parents help children fill out a questionaire about their life, likes and dislikes. They may also send pictures of the child/family for the Star of the Week bulletin board. When it’s Star of the Week time in class, children can talk about themselves, their family and customs of their family. To enhance discourse and language opportunities, an interview format could be structured so other children in class can ask the Star of the Week Child questions.\nFamily Treasure Box: Each child has the opportunity to bring a shoebox filled with examples of favorite things, family artifacts and family celebrations. The family can be invited into class when the children share them. Turn the dramatic play area into a museum to store the boxes. The class plays museum with advertising, tickets, openings, events, jobs etc. Parents are invited to be experts and to participate. This can branch off into other possibilities for dramatic play such as a restaurant, community helpers, and other ideas related to the children’s interests, strengths and other areas of their culture.\nFamily of the Week: Invite any/all family members to come and share a family album or a favorite book with the class. This activity highlights the customs and traditions of the family that enhances extended conversations. The family is encouraged to volunteer in the room as much as they can that week. This time provides an opportunity for the family to create relationships with the teacher and other students that builds community. Families who feel welcome and comfortable are more likely to come to school for other occasions.\nSharing Time/Sharing Basket: Children can bring items from home that were made for them or that they made. Items are placed in the sharing basket for large group time. During sharing time, one or two children can share what they brought. This often leads to family and child's real life experience out of school. To enhance discourse and language opportunities, the child with the sharing item could give one clue and the other children can ask him/her questions about the item.\nIn Their Own Words: Document the stories children come up with throughout the day. Have clipboards available in all areas and model how children can record through drawing or writing what they do. Take time to write down what children say or have them draw/write about their play activities. Their stories can be reflective of what is going on both in and outside of school.\nFamilies Share \"Beautiful Stuff\": Invite families to contribute to the learning environment by bringing in materials for classroom use (art, dramatic play, etc.). This encourages connectedness to classroom lessons/centers and honors that families can contribute resources from home. It also acts as a vehicle for raising awareness about community consciousness around the bigger world -- that we are raising children to be good citizens and good environmental stewards (i.e. send items for recycling, which would allow teachers to learn new things about the home life).\nFamily Experiences Link to Area Of Study: Weave diversity into the Area of Study by selecting topics that relate directly to students’ lives and interests. Think about the differences and similarities each family brings. Keep in mind that some of the typical things we do in America might be unfamiliar to others. Children can gain additional information about the selected play environment by:\nConsider your population of children and your environment to expand the background knowledge of our learners.\nWriting is one way we stay connected to families and friends. Provide children with different types of paper, pencils/pens/writing utensils, envelopes, and stamps. Model how to write letters with pictures and/or words, as well as how to address the envelope. Children can write letters to their family at home and/or to each other in class.\nProvide pictures of places that your students visit in their neighborhood (restaurants, stores, gas stations, etc.). Take field trips going by students' homes and take pictures of their doors, addresses, parking lots, streets, etc.\nMusic: Choose music representing the cultures of the children in your classroom. Ask families to share their favorite music. Play music that is universal to many cultures: One teacher played a drumming CD (Sacred Spirit Drums by David and Steve Gordon) and families from all over the world said this was like their music at home. This CD also calms and focuses people with the drumming.\nCreate Family Stories/Books: Make or author books with children to supplement the curriculum, incorporate digital photographs from children's home life. Ask families to send in digital pictures via email or send camera home with family to take pictures of student and parents, siblings, extended family doing daily activities (eating, sleeping, playing, reading, etc.) Download the photographs and route the camera home with other students. Use My Own Bookshelf (software on most Pre-Kindergarten computers) or similar program to create books in English or other languages (ask parents to help with non-English words). Print multiple copies of the booklet for the classroom, and for the family to keep at home.\nUsing Technology to Bring Families into the Classroom\nComputer Software such as My Own Bookshelf (available on most Pre-Kindergarten computers)\nVisual Supports such as BoardMaker with language adaptations (available through Pre-K coaches)\nDigital Cameras to:\nEncourage Parent Involvement in Your Class: List ideas of what parents can help do at school (read stories, cook, document stories that children come up with during the day). Communicate these needs to the parents in a variety of ways such as newsletters, posting sign-up sheets, personal invitations, etc.\nNewsletter to Families: Teachers are strongly encouraged to communicate in the form of a newsletter that serves as a link between school and home. Parents value newsletters that help them stay in touch with the daily activities in their child's classroom and what they might do to support their child's learning. Teachers use newsletters to keep families informed of events and dates in the school and classroom. It can also be a two-way communication tool when a tear-off section is included for parent comments.\nA newsletter template (with separate instructions) can be a starting point for teachers to provide information about the classroom and invite families to share their concerns and questions.\nFamily Journals: Use journals after field trips or special events at school to help children share what they saw, heard or learned with their families at home. Photos can also be attached to the journal with the words of the student written by the teacher. A Family Journal consists of the cover sheet, family letter that explains the process and as many student journal pages as the teacher would like to use. An optional insert of the family letter in four languages (English, Hmong, Somali and Spanish) is also available.\nAllen, JoBeth (2007). Creating Welcoming Schools: A Practical Guide to Home-School Partnerships with Perse Families; Teachers College Press & International Reading Association\nCobble, Carol (2003). A World Of Difference: Readings on Teaching Young Children in a Perse Society, NAEYC\nDerman-Sparks, D. & the A.B.C. Task Force (1989). Anti-Bias Curriculum: Tools for Empowering Young Children, NAEYC\nSmith, M.W., Brady,J.P., Anastasopoulos, M.P.P. (2008). Early Language and Literacy Classroom Observation (ELLCO) Pre-K Tool Kit\nFamilies All Matter Project: http://www.amazeworks.org\nThrough the themes (self, family and community), this anti-bias, diversity affirming curriculum features year-long literacy-based stories and activities for all areas of preschool classrooms with at home extensions for families.\nFisher, Bobbi (1991). Joyful Learning: A Whole Language Kindergarten, Heinemann, NH\nGaffney, Jon (2005). Responding to Diversity, www4.ncsu.edu/~jdgaffne/perse.pdf\nLadson-Billings, G. (1995). “But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy, Theory Into Practice\", 34 (3), 159-163.\nMilord, Susan (1992). Hands Around the World: 365 Creative Ways to Build Cultural Awareness & Global Request, Williamson Publishing, Vermont\nSchlank, CH & Metzger, B (1997). Together and Equal: Fostering Cooperative Play and Promoting Gender Equity in Early Childhood Programs, Allyn & Bacon\nWeisman Topal, Cathy & Lella Gandini (1999). Beautiful Stuff!: Learning with Found Materials, Sterling Publishers\nWollman-Bonilla, Julie (2000). Family Message Journals: Teaching Writing through Family Involvement, National Council of Teachers\nYork, Stacey (1998). Big as Life, Volume 1: The Everyday Inclusive Curriculum, Redleaf Press\nYork, Stacey (1998). Big as Life, Volume 2: The Everyday Inclusive Curriculum, Redleaf Press\nYork, Stacey (2003). Roots and Wings: Affirming Culture in Early Childhood Settings, Redleaf Press\nSaint Paul Public Schools, District 625 | 360 Colborne Street, Saint Paul, MN, 55102 | 651-767-8100 | firstname.lastname@example.org\n© Copyright 2011 Saint Paul Public Schools. All rights reserved."

"In accordance with The Department for Education we aim to actively promote British values in schools to ensure young people leave school prepared for life in modern Britain. Pupils are encouraged to regard people of all faiths, races and cultures with respect and tolerance and understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law.\nThe Key Values are:\n- rule of law\n- individual liberty\n- mutual respect\n- tolerance of those of different faiths and belief\nHow do we teach British Values?\nWe don’t plan specific ‘lessons’ to teach children British values – they should be included in everything we do. Britain has undergone rapid economic and social change in the last few decades and we live in an increasingly diverse society. We need to teach our children that it is possible to live together peacefully, each of them a valuable part of our multicultural world.\nOfsted inspectors are required to make a judgement about how well we deliver a curriculum which includes teaching children about British values – and preparing them for life in modern Britain. So we like to show that we are doing this by including this in our planning. It is important to work closely with parents as well – to let them know that we are going to be teaching their children British values as part of their day-to-day curriculum and give them some indication of the types of things you will cover - and remind them that the EYFS requires you to provide them with ideas which they can use at home.\nExamples of ways we, as teachers and parents can help to teach British Values at school and at home:\nDesign your own cards to give to family and friends.\nBritish values - valuing family\nTalk about how children across the world will be sending cards to their family and friends.\nTeach children: we live in a multicultural and diverse world\nLet parents know that you are making cards and provide some resources so they can help their child learn more about hearts, flowers, colours etc at home.\nEYFS: working with parents.\nYou might be on an outing to the local park or out and about:\nLook at flowers, trees, ducks etc.\nBritish values: learn about the world in which we live and be proud of what we see around us.\nPick up litter after the picnic.\nBritish values: respect the natural world and teach children to respect the law, learn right from wrong and to have social responsibility.\nVisit the library for story time.\nBritish values: promote a sense of belonging in your local community.\nOr within your local community some of the children in your provision might be celebrating Diwali at home.\nPlan some activities to involve all the children in, for example, making Diwali / Diva lamps. While making the lamps you are:\n• Teaching children about light and dark.\nEYFS: understanding the world\nTalking about the importance of light in different religions eg candles at Christmas and Hanukah (in the Jewish calendar).\nBritish values: learning about our own and respecting other faiths and beliefs.\nEach child has their turn to talk about what they think is important.\nBritish values: each child has a voice and is listened to; they feel important and that their views will be included\nYou talk to the children about appropriate behaviour.\nBritish values: learning about right and wrong\nDiscussions take place and every child has contributed their ideas.\nBritish values: we live in a democratic society\nHere are some examples of how British Values are embedded in our day-to-day curriculum:\n• We teach children to be kind, helpful and respectful of others;\n• We teach children to be part of their local community;\n• We plan to celebrate festivals and mark special days from the world around us;\n• We teach the children about compromise – that some of us believe one thing… some of us believe something totally different… but we can all play together in the same house (or group setting) and respect each other.\nBritish values: teaching about similarities and differences.\n• We teach children to work together – we provide them with projects that involve everyone in the provision and we plan group times, where children learn to listen, take turns and value contributions from others. This type of planning is a very important part of\nBritish values: teaching about shared values and working together towards a common goal;\n• We teach children about the world in which they live – the world on their doorstep and the wider world – through books, posters, planned activities, resources, outings and much more;\n• We teach children to listen and respect others…\nHere are some ways in which we can teach children about life in modern Britain:\n• We teach children about the world around them and use the seasons, weather, special days etc to plan meaningful learning experiences.\n• We teach children about Britain, showing them the work of sculptors and artists to inspire creativity, listening to music to promote dance and drama (and listening skills of course).\n• We extend teaching, using the library and online sources of information and support them as they learn to respect others by introducing music, dance, art etc from around the world."

"Promoting British Values at Askern Moss Road Infant School.\nIn August 2014 the new Education secretary, Nicky Morgan, announced that the promotion of British Values would be added to the school curriculum (including the Early Years). This followed concerns about schools promoting/teaching extremist views.\nIn November 2014, the DfE published guidance of promoting British Values in schools.\nThe fundamental British Values, first set out in the Government’s Prevent Strategy, are\nWhen working with young children in Nursery, Reception, Year One and Year Two, these values need to be meaningful and age appropriate. We believe that fundamental British Values are already very well embedded in all that we do with our children here at Askern Moss Road Infant School.\nAt Askern Moss Road Infant School, these values are regularly promoted through:\nGiving our children opportunities to develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.\nOur School Council consists of two members from each class who, following an election process are nominated and voted for. They meet regularly to discuss social and moral issues along with making decisions about some aspects of school life. The areas for discussion are then fed back to the rest of the class where they can all share their views and thoughts. Our pupils’ voice is listened to, valued and acted upon.\nWe encourage participation in school life by encouraging children to take on responsibility for particular tasks such as Playground Friends, classroom monitors, gardeners etc. They are able to work cooperatively in pairs and groups as well as in whole class situations to carry out tasks\nViews are solicited though the school council process and through pupil surveys. Each class develops and sign up to class rules based upon agreement about what they would like their classroom to be like and how they would like people to contribute and behave. Our children also have individual/personal targets which they work on and try to achieving their ‘Gold for Gold ‘ certificates. The children are clear on what they need to improve.\nDemocracy is promoted in Circle Time and PSHE sessions where children are given lots of opportunities to listen to and show respect for other people’s point of view. They take turns to speak and to listen to each other. They learn that it is never OK to put people down and that everyone has the right to an opinion.\nOur Golden rules are the means by which we make our positive Behaviour Policy explicit to our children. Through our Golden Rules, which are introduced in Nursery, our children are continually taught to recognise the difference between right and wrong.\nOur Golden Rules are the moral values that inform and develop the ethos of our school. These rules are very special to us because we want our school to be a special place where being gentle, kind, honest, hardworking, and careful and a good listener is valued and encouraged. These rules are our vision of the kind of people we should all try to be in order to make a positive contribution to our school community and to society.\nWe constantly reinforce our high expectations in terms of our children’s behaviour and our children know that these rules are there to protect everyone and that there are consequences when these rules are broken. If one is broken, however, it is possible to make a fresh start and try your best not break it again. There are also rewards when children try really hard to keep all our Golden Rules. These are celebrated in assemblies.\nChildren are taught, though stories, Circle Time, role play, special visitors, and performances to develop a strong sense of morality and to recognise what is right and wrong and why. They are encouraged to choose to do the right thing even when it may be difficult and to consider the impact of their actions upon others.\nOur children have opportunities to follow their own interests through extra-curricular clubs.\nThey can often choose the activities they wish to engage in and the direction in which they want to take their learning.\nOur children are taught how to keep themselves safe. They learn about road safety, stranger danger, good touch/bad touch, e safety, playing safely and know what to do and who to speak to if they ever feel unsafe. This is taught through computing lessons, PSHCE, Circle Time, assemblies, visitors and theatre performances.\nOur children are taught that any kind of discrimination is wrong and that everyone is special, unique, valued and respected.\nWithin our school children are encouraged to make choices, knowing that they are in a safe supportive environment to enable them to do this. In PSHCE, assemblies and as opportunities arise, we discuss different choices and encourage them to make the right choices.\nOur Behaviour Policy and our Golden Rules provide an excellent forum for discussion around their behaviour (good and bad) in school. Children can also reflect on their choices and the effect that this has on their peers and on adults.\nThey are given opportunities to resolve conflicts effectively and fairly. They understand that actions have consequences and that they have responsibility for these. When supporting children through friendship disagreements and behaviour incidents, they are supported to reflect upon their actions, to make good choices and to consider the consequences of their actions.\nOur whole school ethos is built around mutual respect, underpinned by our Golden Rules. We believe that respect is a vital component of moral development. We encourage open discussion, particularly in PSHE and Circle Time. Our pupils’ behaviour demonstrates their understanding of this value in action.\nWe are a fully inclusive school where everyone is valued and has a contribution to make. We encourage our children to be cooperative and collaborative, be supportive and to look for similarities whilst being understanding of differences.\nWe have high expectations about pupil conduct and this is reflected in our approach to behaviour and equality.\nOur pupils are encouraged to think and care about others and they often take part in charity fund raising events.\nWe celebrate the achievements of all.\nOur pupils are encouraged to become independent learners and to think for themselves. They are involved in many aspects of school life. They are involved in curriculum planning and encouraged to follow their own interests and line of thought.. They are encouraged to freely access resources to support their learning.\nTolerance of different cultures, faiths and beliefs is promoted through the Local Syllabus for RE.\nThe RE curriculum is carefully planned to equip children with the knowledge which will enable them to understand the diverse nature of people’s beliefs. Children learn about different religions, their beliefs, and places of worships, books and significant figures. They visit different places of worship and celebrate different religious festivals. They are able to talk about different faiths and cultures and show tolerance and respect for diversity of faiths, religions and cultures.\nWe help our children to understand, accept, respect and celebrate diversity.\nWe have special themed weeks in school where children learn about other countries, cultures, festivals and celebrations. These weeks include a wide range of activities (food tasting, dance, role play, music, displays and artwork) which children participate in to enhance their learning. Our children can explore aspects of the wider world and develop an understanding of cultural diversity.\nSome of the other things that we do and promote on a daily basis:"

"PSHE (Personal, Social, Health, Economic)\nPSHE as a subject helps to embed the school aims, values, SMSC, behaviour to learn and safeguarding policies.\nAt The Grange, the children enjoy a broad and balanced curriculum and we are creative in the way that we plan and teach all subjects. We believe that this approach motivates and inspires our children to learn. Our vision is to create a love of learning that will continue throughout life. Child initiated learning is used throughout the school and we encourage independent thinking using the Learning to Learn dinosaurs. We believe that every child has their own unique gifts and abilities and should be valued for their individuality.\nPSHE is a National Curriculum subject which contains several specialist areas. The main areas are:\nLessons and questions addressed to children will be appropriate to their age, maturity understanding and need. Correct vocabulary for terms will generally be used during PSHE lessons in line with all other curriculum subjects. Often questions will be addressed to the whole class but should a need arise questions may be answered on an individual or small group basis. Professional judgement will be applied and in support of the schools safeguarding policy.\nAt The Grange, PSHE lessons happen on a weekly basis and more if there is a need. PSHE is taught by the class teacher who are trained and confident in the delivery of PSHE.\nEach Half Term is based around a SEAL Theme (Social and emotional aspects of learning).\nIn addition to the taught PSHE curriculum we provide a number of enrichment activities to support the curriculum such as\nHealthy Eating Week\nElection of School Councillors\nB.L.U.E week (be lovely and understanding to everyone)- in alliance with national Anti bulling week\nFeeling Good Week\nand many many more\nWithin Early Years PSHE is seen through the PSED area of learning- (Personal, Social and Emotional Development)\nChildren in Early Years are within an enriched environment where PSED learning takes places on a daily basis. Children within Early Years are assessed on 3 areas:\nSelf-confidence and Self-Awareness\nManaging Feelings and behaviour\nChildren are also taught about safety including e-safety and hygiene."

"We believe that effective assessment provides information to improve teaching and learning. We give our children regular feedback on their learning so that they understand how they can do better. We give parents regular reports on their child’s progress so that teachers, children and parents are all working together to raise standards for all our children.\n- Aims and Objectives\nThe aims and objectives of assessment in our school are:\n- to enable our children to demonstrate what they know, understand and can do in their work; to help our children understand what they need to do next to improve their work.\n- to allow teachers to plan work that accurately reflects the needs of each child; to provide regular information for parents that enables them to support their child’s learning; to provide the Principal with information that allows her to make judgements about the effectiveness of the school.\n- As per CBSE guidelines Continuous and Comprehensive Evaluation (CCE) is an ongoing process throughout the academic year. CCE at DPS Ras-Al-Khaimah, incorporates both scholastic and co-scholastic aspects of evaluation. This is divided into two parts – Formative Assessment and Summative Assessment.\nTakes place during day-to-day practice in the course of on-going teaching and learning; Assesses current achievements to support the planning of the next steps; enables pupils to take an active role in the learning process and the setting of short-term targets.\nTakes place after the learning, focuses on pupils’ overall achievements, and is used to provide quantitative information on progress to pupils, teachers and parents; May be used formatively to support planning and to set medium- or long-term targets.\nThe School believes in a continuous & comprehensive assessment system, through short evaluation exercises, worksheets and tests.\nIn K.G. 1 and K.G. 2 observations, checklists, anecdotal records are collated by the teachers to get an understanding of student learning – in the cognitive, creative, physical, social and emotional domains and develop student profile. There is no grading of the students.\nThe Progress Performance Report is used in the K.G.1 and K.G.2 classrooms. This report is sent in September and March. The Monthly Rubrics created by the school is used every five weeks to monitor growth and development over the school year and is noted on the child’s Progress Report.\na. In the K.G.1 and K.G.2 classrooms a Developmental Checklist is completed twice a year. Portfolios are kept on each child in the classroom. Portfolios include work samples of:\n- Art (drawings, paintings, collages)\n- Writing samples (scribbles, labels, letters, names, words, numbers, signs)\n- A story dictated to a teacher and/or illustrated by the child\n- Cutting samples (scissor skills)\n- Photograph of child’s work and play activities (block creations, Lego creations, dress up, favorite area to play in, a science experiment, group activity, etc.)\n- Anecdotal Records (a written note describing what the child said or did, child’s favorite book, answers to questions, comments on an activity, description of drawing or other work)\nThese work samples are shared with the Parents on ‘Open Days’. Portfolios help the teacher get to know their children well and to reflect on this information to make instructional decisions. Over the school year the progress of the child’s work is evident.\nThe profiles are shared with parents bi-annually, in September and March.\nb. Class I to V have a semester system wherein assessment is done through CCE and class review exercises.\nc. The School follows a two-semester system. Continuous assessment is done through Unit tests, class review exercises and terminal evaluations. The conceptual knowledge gained in each term has a 50% weightage.\nd. For grades VI and VII two cycles each of unit test will be conducted, one before the half yearly and the other before the final examination. The dates for the same will be as mentioned in the Examination Schedule.\nStudents of Grade 3, 4 and 5 will participate in International Benchmark Tests like ASSET, CAT, TIMMS, PIRLS as mandated by the UAE National Agenda parameters.\nStudents of Grades 1 upwards are also offered opportunities to compete in the Green Olympiad conducted by TERI, National Cyber Olympiad (NCO), National Science Olympiad (NSO), International Mathematics Olympiad (IMO), International English Olympiad (IEO) conducted by SOF.\n||Every 2 years|\n|ASSET||All students of Grade 3 to Grade 7||Every year|\n|TIMSS||Selected students of Grade 4||Every 4 years|\n|PIRLS||Selected students of Grade 4||Every 5 years|\n- The academic year is divided into two terms and examinations are held at the end of each term.\n- Evaluation of Scholastic Aspect will be conducted according to the C.B.S.E guidelines.\n- Attendance for tests for all classes is compulsory.\n- If a child misses out on any Periodic Test or Term examination, he/she will be marked zero in that subject. Re-test will be conducted only on the discretion of the Principal.\n- Promotion to the higher grade will be based on Annual Exam which is 40% of the I term and 60% of the II term.\nIt is mandatory for all students to appear and to pass in the aggregate of the first and second term exams.\nPass criteria for subjects are as given below:\n- Minimum Score of 33% in English, Language, Science and Math\n- Minimum of 40% in SST including UAE SST\n- Minimum 50% in Arabic Language\n- Minimum 50% in Islamic Studies\n- A clear pass in Moral Education\nThe curriculum contains a range of subjects to provide experience and develop skills in the following domains:\nLinguistic, Mathematical, Scientific, Technological, Human and Social, Physical, Spiritual, Moral and Social.\nAdditionally, the 4C’s (Twenty-first century skills) are integrated seamlessly into the curriculum. These are:\n|Critical Thinking Skills||Creative Thinking Skills||Communicating Skills||Collaborating Skills|"

"Retention – Application – Inspiration – Success for Everyone\nTrain up a child in the way they should go, and when they are old they will not depart from it.\nTalk tasks are a staple part of our curriculum diet and offer children the opportunities to learn and develop the skill of talking confidently and presenting in front of an audience. Oracy and communication skills are crucial in preparing our children to have a successful future. Talk Task checklists allow teachers to assess the retention of knowledge and vocabulary and provide clear feedback on areas of development against spoken language objectives.\nCarefully planned entry and exit tasks formatively assess learning and enable children to show what they know. Exit tasks are carefully planned to provide opportunities to demonstrate retention of knowledge. This may be completed as a piece of writing linked to previously taught writing genres, an essay, a double page spread or a scenario based question.\nExit quizzes at the end of topic, marked out of 10, allow children to monitor and assess their own learning.\nChildren are teacher assessed at the end of the academic year against age related expectations in each discrete subject. Through teachers expert knowledge and experience, cross moderation, scrutiny of work, and with the support of our progression of study documents, the children are assessed at age related expectations which we feel are appropriate for the children in our school."

"Promoting British Values\nHow We Promote British Values\nWe have an elected School Council and House Captains. Such elections are used as an opportunity to promote and teach about democracy and the electoral process.\nWe encourage volunteering in and out of school. This includes things like the Eco-Council, sports leaders, ICT support, lunch helpers, and also raising money for local and national charities. Democracy is also discussed in PSHE lessons and assemblies.\nThe rule of law\nThe school has its own clear set of ‘rules’ which we all have to follow, adults and children alike. There are rewards for exhibiting good and caring behaviour and consistent demonstration of our values is recognised through such things as ‘Star of the Week’ and ‘Pupil of the Week’ awards.\nThrough our school assemblies, circle time and PSHEE children are taught how to earn trust and respect and are supported to develop a strong sense of morality; knowing right from wrong and doing the right thing, even when it’s difficult. The local police officer / PCSO visit the school to talk to the children and explain about their role in society. Other visitors have include the Crown Prosecution Service, the High Sheriff of Manchester and a High Court Judge.\nThrough our school values and the SEAL and Folens PSHE program, children are taught about personal responsibility, choices, ambition and aspiration. They are encouraged to take opportunities to follow their interests in art, music, sport etc. SEAL has specific units relating to individual liberty including ‘Good To Be Me !’\nChildren are taught how to keep themselves safe, including on-line. This is done through computing lessons, assemblies and outside organisations such as Childline, as well as through the PSHE curriculum.\nChildren are taught to recognise and respect their own rights and as well as the rights of others.\nThrough our school’s values, SEAL scheme, PSHE and circle time children are taught to respect each other, to be cooperative and collaborative, be supportive and to look for similarities while being understanding of differences.\nMutual respect is also promoted through additional PSHE lessons and assemblies. A range of specific assemblies were delivered focusing on helping other pupils to understand specific special needs.\nTolerance of different faiths and beliefs\nTolerance of different faiths and beliefs is promoted through the Syllabus for Religious Education. Children learn about different religions, their beliefs, places of worship and festivals.\nThe children’s work on this subject or whole school learning in assemblies is often displayed in the classrooms or around the school. This is supplemented by assemblies (Key Stage and whole school), which also mark and celebrate significant religious festivals such as Ramadan and Diwali. Visits are made by local religious leaders and children have the opportunity to visit places of worship."

"Personal, Social, Health and Economic Education\nThe school’s intent for Personal, Social, Health and Economic (PSHE) education is to give pupils the knowledge, skills, and attributes they need to keep themselves healthy and safe and to prepare them for life and work in modern Britain. In general, our pupils do not have broad and varied experiences of the world around them and therefore we need to ensure that they are given a wide range of experiences to develop the knowledge, skills and attributes they need to manage their lives, now and in the future. Throughout our PSHE learning we aim to ensure pupils achieve their academic potential, and leave school equipped with skills they will need throughout later life.\nThe curriculum is structured around an overarching question for each term or half term. These begin in Key Stage 1 as ‘What? and ‘Who?’’ questions and build throughout Key Stage 2 into ‘Why?’ and ‘How?’ questions. The three core themes are fully covered - colour-coding highlights whether the overall topic focus is Health and Wellbeing, Relationships or Living in the Wider World, although some half term blocks will draw on more than one core theme. Teaching builds according to the age and needs of the pupils throughout the primary phase with suggested developmentally appropriate learning objectives given to respond to each key question.\nAcross the year groups, we will explore rules and responsibilities, we also focus upon how democracy works, not only within our school life but also in a Governmental capacity. On-line safety is an important feature of our school life and although there is a strong focus upon on line safety in the first half of the Autumn term in the Computing Curriculum, this is revisited each half-term to ensure that it stays in the forefront of children’s minds as they access the internet and social media.\nProgression through the curriculum aims to enrich understanding of the wider world and we incorporate ‘Safer Internet Day’ within this learning. The elements of coverage across the differing year groups allows for a deeper understanding of how relationships can develop and/or change over time and the emotional questions attached to this. The curriculum aims to develop pupils’ understanding of diversity and community and will include SRE as per guidelines as of the 2020 policy.\nWhen required, PSHE lessons will take precedent over other learning if we are made aware of an immediate safety or community issue to ensure that our children are aware of how to look after themselves and others."

"Parents are Our Learning Partners!\n-a CC/OM week\n“There is such an impact on understanding and relationships when parents are learning partners alongside their children. Truly great learning takes place in the discussions and reflections about the experiences.”\nWays CC/OM parent volunteers make a difference!\nBefore the week:\n- Knowing the Big Idea/Question and the CC/OM site their child is attending, parents can visit our website to learn more about this innovative program! http://cbe.ab.ca/ccom/Pages/Home.aspx\n- Think about and introduce connections outside of school time. This leads to great conversations at home and school!\n- Support students in being safe and meeting their needs. Meeting the volunteer requirements at the school ensures that they are prepared and are well equipped to work with all students.\n- Remember their own needs as we work inside and outside at our sites. Parents need comfortable shoes, the right clothes (seasonal layers) and a hearty lunch and full water bottle as well. Phones and cameras are occasionally useful in a learning context; parents can confirm with their child’s teacher to see how they are being used for this week.\nDuring the week:\n- Sketch and write in journals alongside the students. Parent engagement in the work is a powerful message to students.\n- Lead small groups with questions that promote inquiry (ie. What do you think, I wonder about, Is that the same as, Remember that expert who mentioned….)\n- Listen for the connections to the Big Idea/inquiry question and help students to discover their own.\n- Notice student work and ideas with comments that encourage further exploration (ie. I see that you, I notice, I wonder, I had not thought of that,Why are you considering that, You have made me think of, I see how you added lines to…)\n- Support students asking questions of our experts and ask their own questions to expand the learning connections. Model great thank yous!\n- Enjoy the time with their child and the class. CC/OM connects the curriculum with the community and provides rich and valuable learning that can be drawn upon throughout the school year and beyond.\nAfter the week:\n- Parents complete the CC/OM evaluations as provided by the teacher, to provide feedback that guides our planning\nCC/OM is grateful to its partners and funders and volunteers – thank you! http://cbe.ab.ca/ccom/Pages/Home.aspx\nVisit the CC/OM website above for more information.\nCC/OM Vision: Each student experiences personalized learning within\na connected community."

"This document should be read alongside the school British Values Policy and Relationship and Sex Education Policy.\nPersonal, Social and Health Education (PHSE) and Citizenship enable children to become healthy, independent and responsible members of society. At the White House School pupils are encouraged to play a positive role in contributing to the life of the school and the wider community. Their sense of self worth and confidence is developed at every stage of their school career. The children learn how society is organised and governed. They experience the process of democracy first hand by participating fully in school life. Each class has a Form Captain and monitors and every member of Class Six holds a position of responsibility. School activities and teaching help the children to appreciate what it means to be a positive member of society.\nAims and objectives\nThe aims of PHSE and Citizenship are to enable the children to:\nand to have an understanding and knowledge of fundamental British Values:\nTeaching and learning\nAt The White House School we use a range of teaching and learning methods. The children are encouraged to take part in discussions, investigations and problem-solving activities. The pupils take part in practical activities that promote active citizenship – e.g. charity fundraising and the planning of assemblies and school special events.\nWe offer children the opportunity to hear visiting speakers such as charity workers, police and representatives from the local church who are invited into the school to talk about their role in creating a positive and supportive local community.\nWe teach PSHE and Citizenship in a variety of ways.\nSome classes have timetabled sessions based upon the Folens scheme of work, the Shropshire ‘Respect Yourself’ program or specific topics reactive to events. These sessions are usually taught in a half-termly block.\nPSHE and Citizenship are also approached through other subjects – for example when teaching about local environmental issues in Geography or healthy living and sex education in Science. There is also a large overlap between the programme of study for Religious Education and the aims of PSHE and Citizenship.\nWe teach PSHE and Citizenship in the Early Years Foundation Stage as an integral part of the topic work covered in the year. The sessions are related to the aims and objectives laid out in the Early Learning Goals. Our teaching in PHSE and Citizenship matches the aims of developing a child’s personal, emotional and social development and in developing the children’s knowledge and understanding of the world.\nWe also develop PSHE and Citizenship through activities and whole school events such as themed assemblies, concerts and plays.\nThe children have devised their own classroom, lunchtime and playground rules and children from Class Six are “Playground Friends”, taking turns to help out in the yard during breaks.\nAssessment and Recording\nTeachers assess the children’s work in PHSE and Citizenship both by making informal judgements as they observe them during lessons and in less formal situations such as clubs and play. There are formal assessments in other related lessons – e.g. Science and Geography.\nChildren in the EYFS are assessed with reference to the statements included in the Personal, Social and Emotional Development and Knowledge and Understanding of the World sections of the EYFS Curriculum."

"Kobe Bilingual School\nSpecial Features of KOBILS:\nMixed grade classes: Children are placed in mixed grade classes across 2-3 grade levels for homeroom and other subjects. The social studies, arts, ethics and life skills classes spiral content throughout the years and children are encouraged to produce work and projects for each subject at their own unique level; the topic and theme is the same, but the interpretation reflects each child’s interests and ability. Children are encouraged and motivated to progress.\nLevel specific learning in English, Japanese and Math\nChildren join a group appropriate to their level and learning style, so they can make maximum progress.\nAttention to both languages\nEnglish immersion with Japanese taught too. The minority language (English in most cases) is prioritised in Kindergarten and the early grades, and then decisions made about specialisation or balanced bilingualism from grade 4.\nAspects of the Japanese education system in an international school context\nNot only do we teach Japanese in “Kokugo” (Japanese lessons), incorporate some of the social studies curriculum, and teach pianica in music class, we also serve “kyushoku” or school lunch. “Kyushoku” is a Japanese style freshly prepared meal with lots of vegetables offering a nutritionally balanced diet. Children assist with serving lunch in a Japanese style and learn about exactly what is in their lunch and how it benefits them. KOBILS also has a short time at the end of the day for classroom cleaning.\nLife skills curriculum: Finance and practical life skills\nLife skills teaches the children personal finance and other practical life skills. KOBILS children must open a post office account in their first year and parents budget ¥18,000 for use during the year. Children learn how to pay the money into the post office and how to manage their money through ATM withdrawals and Internet banking. They budget money for spending on family birthdays and events, invest some money in a “business” which they develop and run throughout the year as they attempt to make money, and contribute to a charity. In addition, cooking, washing clothes, using tools to put together simple furniture and learning about maintaining a household is included in the life skills curriculum. Children are also given jobs around the school – from helping serve lunch to basic cleaning and maintenance.\nPlenty of time for play, the arts and cross-curricular projects\nLong lunch breaks and recess in the afternoon, Dance in PE, music and arts and crafts are given several curriculum hours so that children can receive a wide and balanced education. KOBILS believes that free play and organised play are vitally important and time spent on these activities nourishes bodies and minds and actively builds brains.\nWith external Instruction in PE and dance, KOBILS brings local experts to the classroom.\nCoordinated Curriculum from kindergarten – Grade six\nChildren begin the CfE curriculum in Kindergarten with all subject areas provided for albeit in a somewhat looser and more cross curricular way during the kindergarten years. KOBILS has a separate Kindergarten in a mountainside location in Higashi-Tarumi, west of Shioya which allows for lots of outside play and enjoyment of nature in the years preceding the start of compulsory education in Japan.\nChildren end each week with an opportunity to discuss and review their week in their native language (for Japanese and English and wherever possible in other languages). This opportunity helps solidify learning, demystify and learn important subject specific vocabulary in their own language (in cases where this is not English) and It also forms important pastoral care with the children able to give feedback and express concerns about their progress.\nSchool year starts in April\nThe school year follows the Japanese system and starts in April. Children turning 6 before April 1 each year may join grade 1. Children not yet 6 by April 1 may join kindergarten. International children who turn 6 between April and September may join grade 1 in April if they are developmentally ready. Kindergarten starts in the year following the child’s third birthday for three years.\nTechnology is integrated across the curriculum\nChildren starting at Momo Park must have an iPad. Technology is taught in a separate IT class and integrated across the curriculum with APPs and online materials available for use in most curriculum areas.\nMorning club and after school daycare for children of working parents\nChildren from 3 years old can join us from 7:30 and until 18:00 (18:30) if parents are working, or just for fun (priority is given to children of working parents). With a nutritional hot lunch and a snack in the afternoon, Afterschool classes are topic based on a daily basis so children can learn more about science, do projects, learn more music and dance, and get more support for literacy with a healthy dose of free play too.\nExtensive reporting of progress / opportunities for communication\nThe school is always open for drop-by visits; our curriculum has extensive “can do statements” which tell you in easily understandable language what your child is working on, and how they are progressing. We have observation day every term and parent/teacher meetings. We also have a private Facebook page where we post photos every week that show what the children are doing at school. You can always reach us for feedback, if you have suggestions or concerns or just for a chat, either face-to-face or by filling out our feedback form online."

"\"Every achievement is recognised and celebrated. What matters most to pupils and their parents is keenly promoted, be it academic achievement, artistic or sporting prowess.\" Ofsted May 2014\nThe core subjects of our curriculum are essential skills that your child will need to master in order to prepare him or her for the rest of their future. As a result of this, much emphasis and importance is placed on your child's development in these key areas. To reflect this, the core subjects are allocated a specific time during each week at school.\nTo ensure your child's future success, we aim to encourage and improve their use of language in a variety of contexts. What is more, we anticipate that they will leave us with a love of literature and language in many forms, and will be able to express their thoughts clearly and fluently in both written and oral forms. English is taught through the daily literacy lesson.\n“The teaching of reading is a real strength of the school. Skilled teaching of reading skills throughout the school, underpins pupils’ strong achievement in this subject. They say that they really enjoy reading both at home and school. Importantly, in statutory tests at the end of key stage 2 last year, three quarters of pupils reached the higher standard, almost three times the national average.” Ofsted February 2019\nWe place great emphasis upon reading and provide the children with a range of books and other reading materials to support this. We want them to read fluently and with understanding so that reading becomes a real source of enjoyment and pleasure. We have daily phonics teaching groups in school to encourage them to practise and develop a range of skills. We monitor your child’s progress through an extensive range of available reading material to ensure that they reach their full potential. Each teacher will keep a detailed record of your child’s reading progress and achievement and will set targets with them. We encourage and welcome support from home with the reading process. Click here to see the reading objectives taught in each school year.\n\"I chatted to a group of older pupils at lunchtime and they said that there is always a wide choice of really interesting books. They also told me that their teachers read to them every day. Teachers read with expression to bring characters to life and make pupils want to find out what happens next in a story.\" Ofsted February 2019\nPhonics is the knowledge of how the alphabetic sounds work and how these sounds are combined to correspond to the spoken word. Phonemes are the sounds made by blending letters to correspond to the spoken word and graphemes are the written equivalent of the phonemes.\nThrough Phonics we aim:\n“You have improved pupils’ progress in writing. Consequently,a higher than average proportion of pupils reach the expected standard or greater depth in writing by the end of Year 6.” Ofsted February 2019\nChildren are encouraged to express themselves by writing in different contexts and for a variety of purposes and audiences. We will develop children’s creativity, imagination, vocabulary, spelling and handwriting through the teaching of writing. We will do this through modelling good practice, using good examples and setting writing targets to aid self-improvement. We give each child the opportunity to discuss and assess their own writing and the work of others. Handwriting is a skill which can only be improved by constant practice. We have regular handwriting practice sessions and we support the development of this skill across the writing opportunities provided by the curriculum. Click here to see the writing objectives taught in each school year.\nSpeaking and Listening\nWe want our children to become confident in their communication skills. We encourage them to communicate clearly, describe accurately and to ask questions. We provide lots of opportunities through drama, assemblies, presentation and discussion. It is important to encourage children to develop their listening skills and to enjoy listening in a range of different situations. We ask them to follow instructions, convey messages and follow ideas raised in group discussion with understanding and interest. Speaking and listening encompasses all areas of our curriculum.\n\"Teachers set the most able pupils difficult challenges in lessons. These pupils do not simply move on from one calculation to another. Rather they are encouraged to think hard about increasingly complex problems and explain their methodology. This supports their development of increasingly high levels of understanding and mastery of this subject.\" Ofsted February 2019\nMaths will be essential in almost every\nproblem that your child has to solve in their daily lives. We aim to ensure that your child will develop a positive attitude towards Mathematics and to learn to use it with confidence, pleasure and understanding. Their knowledge, skills and understanding in maths will develop as they use it in practical activities to solve relevant meaningful problems and to explore the patterns and relationships on which mathematical concepts depend. Click here to see the maths objectives taught in each school year. See below a range of resources, shared at a recent parents workshop, to show you how we teach multiplication and division skills in school.\n“They make good progress in subjects such as science because you give them so many opportunities for practical investigations in physics, chemistry and biology.” Ofsted February 2019\nThe teaching of Science for your child will be based, as far as possible, on the immediate experience of their own environment. They should acquire the skills and attitude that enables them to observe carefully and systematically and find patterns in observations, to note similarities and differences, to make generalisations, to set up fair tests and devise simple experiments and to use tools for a planned purpose. For more information on what we teach in science and when click here.\n\"Your work to promote pupils’ participation in sport, music and a range of interesting experiences within and beyond the school is particularly successful.\" Ofsted February 2019\nYour child will be taught\nmany of the foundation subjects in a topic/ project based way. This cross-curricular approach makes for a stimulating and varied environment which will fire your child's interest and imagination. It also ensures that they will learn to appreciate and to apply acquired skills and knowledge to relevant and important subject areas needed for their future. See our curriculum jigsaw for more details on the content of our foundation subject curriculum in each year.\nIn our school we have a good supply of up to date laptops. There are plasma screens in Class 1, 3 and 4 and an interactive white board in Class 2. We also have an excellent range of software that covers both the requirements of the National Curriculum for Computing and which also support other subject areas. We know the vital role that computers will have in your child's life and we will ensure that they become confident and able users of technology and its various applications, including e-mail, coding and the internet. Click here for more information on our computing curriculum. We also are very aware that we need to help our children stay safe on-line - for more information see our Internet Safety Advice.\nGeography is concerned with the study of places, the human and physical processes which shape them and the people who live in them. Through our teaching of this subject we aim that your child will develop an understanding of the world they live in and of the interdependence of individuals, groups, nations and the environment. We also study the child's local area. Click here for what we teach in geography and when.\nOur teaching of history aims to encourage your child to enjoy their heritage; to increase their motivation to investigate and research; to develop their skills for finding out, understanding and evaluating that information. The multicultural content will also encourage your child to gain tolerance, empathy and social awareness. Click here for what we teach in history and when we teach it.\nWe aim to promote your child's enjoyment of art and to allow for the expression of their ideas, thoughts and feelings through a variety of 2 and 3 dimensional media as well as studying famous artists. This will develop the important areas of their visual perception and visual literacy as well as art appreciation. Click here to see out Art topics and what skills we teach and when. We also enter Rotary artist competition and Art in the Hills at Dufton.\nWe aim that your child's life should be enriched by a range of musical experiences. The music in school will foster your child's sensitivity to and their understanding and enjoyment of music through an active involvement in listening, composing and performing. The children have the opportunity to: learn individual instruments, sing in a choir and all pupils perform in the Christmas and Summer music concerts, as well as church services such as Harvest and Christingle. Click here for the music curriculum at Long Marton school.\n\"Pupils are more confident in applying their skills to a range of problems – and not just in mathematics lessons. For example, pupils in Class 4 designed bird boxes to scale before building them in a design-and-technology project.\"\nOfsted February 2019\nTechnical capability is essential for your child to live and work in a technical society and the designing and making of products is a desirable activity which can provide fulfilment throughout their life. We therefore aim to develop his or her skills, knowledge and understanding to work with a range of materials and components to make and evaluate products fit for a specific purpose. Click here for more information on what we teach and when. Your child will develop an understanding of energy and structures and will become aware of the impact of technology and its contribution to the quality of life. For more information on our Technology week click here.\nSubject areas that your child will cover will include gymnastic skills, creative movement and dance, games skills leading to minor and major games, and athletics. Click here to see when and how our PE curriculum objectives are taught. The whole school will have the opportunity to participate in swimming lessons at the nearby swimming baths at Appleby. We aim to encourage your child to enjoy and succeed in the whole range of activities offered to them. However we also appreciate that winning and losing are aspects of sport and life that children need to learn to deal with in a fair and acceptable manner. In our teaching of PE, we therefore aim not only to encourage your child's physical development but also to ensure that they develop an appreciation of the importance of these life skills. For more information on the Sports Premium click below.\n\"Pupils also benefit from a specialist language teacher who teaches French throughout the school.\" Ofsted February 2019\nLearning French in Key Stage 2 provides the pupils with an insight into another culture, deepening their understanding of the world, as well as beginning to enable pupils to communicate practically both in speaking and in writing. Our aim in French is to ensure that all pupils develop a good understanding of written and spoken French; speak with increased confidence and fluency and; write the language at varying lengths for different purposes and audiences. These aims will be taught through different topic areas throughout years 5 and 6 such as: family and daily life, food and drink, shopping, school, travel and holidays using a variety of methods and activities including games, music and film. Visit this page for more information on the French curriculum.\n\"Your work to provide a range of experiences within and beyond the school is particularly successful and this supports pupils’ good spiritual, moral, social and cultural development. Pupils’ behaviour and positive attitudes to learning continue to be a credit to the school \" Ofsted February 2019\nRE in our school is given in line with the County Agreed Syllabus. The religious education is moralistic and broadly Christian, including general beliefs and concepts of a range of faith communities. If you do not wish your child to receive such lessons, however general, please contact Rachel Smith, head teacher. If required your child will be able to work with another member of staff whilst Religious Education is taking place. For further information on the content and when its taught click here.\nEvery day the whole school gathers together in the school hall for an act of worship from 10.10 -10.30am. We aim to ensure that children experience “awe and wonder” during this time together - inspired by the world in which we live and encouraged to ask questions. We have a range of assembly themes - some linked to the RE curriculum and some to the SEAL curriculum. For details of our themes click here.\nIf you do not wish your child to take part in the daily collective worship, please contact the headteacher, Mrs Rachel Smith.\nSpecial Educational Needs\nWe believe that all our children are entitled to have equal access to all the experiences provided by our school, all our children are entitled to experience our broad and balanced curriculum, and all our children should be given the opportunity to develop to their full potential. To achieve this, a need for extra support may arise because of social, development or educational factors or because a child may be exceptionally gifted. Therefore we have developed the following aims:\nOur school is ideally suited to children with Special Educational Needs of whatever kind. As a small school we know all our children as individuals and this offers great benefits. In addition, the premises of our school are readily accessible and flexible to those with physical disabilities. We have 2 ramps with handrails into School, a disabled toilet and level access within for children with mobility problems - click here to see our accessibility plan. Otherwise individual needs will be accommodated for as they arise. See below for our SEN policy. Click here to view the local offer.\nSocial and Emotional Aspects of Learning (SEAL)\nThere are 5 broad social and emotional aspects of learning.\nWithin each of the social and emotional aspects of learning there are a number of individual skills (see below).\nSocial, emotional and behavioural skills underlie almost every aspect of school, home and community life, including effective learning and getting on with other people. The following topics will be covered:\nGetting on and Falling Out\nSay No to Bullying\nGoing for Goals\nGood to be Me\nThroughout the year we study the topics in order, launching them with a whole school assembly and then following up with a final whole school assembly where completed work from each class (art, drama, charters etc) is celebrated.\nIt is not the policy of the school to teach sex education as a separate part of the curriculum. However, many aspects will be taught as part of regular topic work as seems appropriate e.g. Science. When your pupil is a Y5 and Y6 they will received Sex Education with the other Y5 and 6s from cluster schools (for more information on the content taught - see below). You will be informed when this is to occur as you do have the right to withdraw your child from sex education lessons. If you wish to discuss this, please contact Rachel Smith, Headteacher."

"Ethos and Values\nGrowing faith, challenging minds, discovering talents.\nEthos and Values\nWe are a Church of England School and are closely associated with the parish church. We have a daily act of worship. Religious Education is taught by all class teachers following Leicestershire guidelines. Children learn about Christian religion in a non-denominational framework and are taught about events, stories and practices of other world religions. Under the Education Reform Act you have the right to withdraw your child from Religious Education or Assemblies.\nThe Christian ethos of our school and teaching ensures our children are confident and happy learners who are ready for life in modern Britain.\nHigham on the Hill C of E Primary School encourages and promotes Christian Values. We actively live out our values during our school day and beyond and reflect on all of the values we uphold across the year.\nThe document below outlines the Christian Values as they are taught across the school and reflected on in collective worship and during learning and recreation times.\nAs a Church of England Primary School, we link the teaching of British Values closely with our teaching of Christian Values. Our aim is to prepare children for their lives in modern Britain.\n- Democracy- Both School Council and Worship team are applied for and pupils vote for the candidates on the basis of their ideas. Children vote for the 'Good Friend Award' every Friday. They are encouraged to think about who is demonstrating the Christian Value for the half term. Older children learn about the British democratic system through their topic work.\n- Rule of Law- Children are made aware of the school and class rules. Our ‘Golden Rules’ are specifically linked to positive behaviour reinforcement. During Anti-bullying Week, PSHCE lessons and at other times, children are made aware of the laws that relate to themselves and to adults and how these laws protect us all.\n- Individual Liberty- Children are encouraged to make their own choices and have many opportunities to do so. In lessons, there are a variety of resources and ‘help boxes’ to enable children to support their own learning. Children are also encouraged to reflect upon their learning and think about how the 'First 5 Feel\", asking for a greater challenge or some support if necessary. Our 'Stars of the Day' choose a friend to help them with their role. Older children choose their own menu choices before meals are ordered. There are also clubs and activities within school time and after school, that the children are able to choose. Through our RE, PHSCE and School Worship, children explore and reflect upon how they can be understanding of the choices of others, including forgiveness for wrong choices.\n- Mutual Respect- An inclusive admissions policy, encourages all pupils to feel part of school.Visitors to school from Kings Lodge and from Churches and community groups take place regularly. Playground posters to encourage positive behaviour linked to mutual respect.\n- Tolerance- Children are taught about a variety of Faith groups within lessons and School Worship. A cycle of visits to places of Worship is in place. Staff in school model understanding and tolerance in their dealings with all children and adults.\nStart children off on the way they should go, and even when they are old they will not turn from it."

"About Evergreen School\nAdministrators and teachers everywhere recognize the important contributions parents make toward a child’s success in school. There is no question about it - success at school begins at home. Parents are the single most important variable in a child’s schooling. Parents model both a silent and spoken language in front of their children daily.\nOne of the most important components of a good school is the partnership between the school and parents who work together for the best interest of children. The close partnership between home and school is one of the exceptional strengths at Evergreen Elementary School.\nEvergreen Elementary School has a strong tradition of supportive, hard-working parents. Throughout the year parents have the opportunity to develop that partnership in a wide variety of ways. Parents join the PTA, volunteer in the classroom, help at the carnival, attend School Site Council meetings, read to their children and help in many other ways. It is important to your child that you are involved in some way at school. It’s a way to let your child know you think his or her school is important.\nAs we begin a new school year, we find teachers establishing school standards and rules. In the most successful classrooms, teachers have established specific routines for the children to follow. This means giving the children a specific place to find and keep materials, a set schedule for classroom instruction, etc. These routines, blended with the teacher’s consistent standards, form a smooth running classroom where the children have the security of understanding their environment and are reinforced positively for their contributions.\nAt home, it is also important to provide routines. Many families build a daily “quiet time” when the television is turned off. This quiet time provides students the opportunity for completing schoolwork or for recreational reading if there is no homework. During this quiet time a suitable place, somewhat free of other distractions, should be available. The routine of a daily quiet time provides an opportunity to develop self-discipline, stimulate imagination, and enhance reading skills.\nRoutines can also make completing chores easier for both children and parents. If children are consistently expected to complete routine household duties at the same time on the same day in the same place, they soon begin to develop a responsibility for their commitment and contribution to the family.\nAs families establish routines for the new school year, it is helpful to keep in mind that childhood is a special time of learning, exploration and growth. Children need to be provided free time to explore their world and experience the joy of discovery.\nHopefully we can provide time for our children to be children. The realities of the adult world will be there all too soon. As children grow and learn, they find joy and satisfaction in working closely with their families toward a common goal. Such is the case with the students at Evergreen Elementary School. Commitment to the best for our children on the part of parents, students and staff is the key to our success with the children we teach. It is the hope of the staff that all parents will help us fulfill this commitment to excellence on behalf of ALL children at Evergreen Elementary School. School and home can work together to build skills and knowledge, reinforce values, and develop a strong sense of self worth. We must invest our time and energies in our nation’s most valuable resource - our children.\nStephen E. Sweeney\nPrincipal, Evergreen Elementary School\nSchool Vision Statement\nIn collaboration with all vested members of our school community, we consistently work to achieve academic excellence for all students, celebrate and appreciate our students’ diversity, promote a positive school climate, and maintain an emotionally, intellectually, socially, and physically safe school environment.\nSchool Mission Statement\nThe Evergreen community respectfully nurtures and engages each student in realistic, meaningful, and collaborative learning.\nCommunity & School Profile\nEvergreen Elementary School, located in the southeast foothills of San Jose in the Santa Clara Valley, is the flagship school of the Evergreen School District. Once a one-room schoolhouse that educated the rural area of Evergreen Valley, we now are home to 30 classrooms that teach a diverse population of 788 students. The ethnicity of our population is recorded in the following chart:\n|Ethnicity||Number of Students|\n|American Indian or Alaskan Native______||10 (1.2%)|\n|Asian Indian||298 (38%)|\n|Other Asian||12 (1.5%)|\n|Black or African American||14 (1.7%)|\n|Total Number of Students||788 (100%)|\nOver the 60 years that Evergreen School has educated children, it has been and continues to be a school built on years of rich tradition, dignified with academic excellence that supports all students as they soar toward the future. The school community has a tradition of working together to accomplish our vision of high expectations for individual student achievement. As we strive to move all students to proficiency and meet the social needs of all of our students, we understand that an effective school is the direct result of the efforts of all segments of the school community. At Evergreen, this community, our village, works collaboratively and continuously to promote our vision.\nParents at Evergreen Elementary School play a key role in our success. We encourage parent participation through class, school, and district wide volunteer opportunities. Parents participate in decision-making bodies at the district level in the District Advisory Committee, English Learners Advisory Committee, Parent Advisory Committee, and at the school level in the Parent Teacher Association and on the School Site Council. On any given day you can walk though our campus and see parent volunteers working in classrooms helping in small group situations, facilitating a Project Cornerstone lesson, or returning from chaperoning a field trip. Parents often meet on campus to plan and prepare for a variety of after school and weekend community activities and fundraisers. The PTA organizes a Welcome Back Tea for parents, Movie Nights, International Day, Talent Show, Carnival, and many more activities throughout the year. The PTA also runs an annual “Reflections” program, where students compete in the areas of literature, visual arts, musical composition, and photography.\nOur community is another important extension of our learning population with a mix of long-time residents and newer families. Because of our stable teaching staff, many teachers have established close relationships with families in the community, which is a testament to our village creating supportive environments to support all students. This helps to create a trusting relationship and a positive interaction between school and home. Teachers have implemented well-established modes of communication with families that foster success. Parents understand teacher expectations and are able to be a partner in their child’s education. A weekly newsletter from the principal is posted on the school website. Teachers use various methods to communicate home, such as websites, emails, and notes, regarding class activities as well as their child’s academic progress.\nSchool doesn’t stop when the bell rings. At Evergreen, we offer a variety of fee-based and non-fee based before and after school programs such as Chess Club, Robotics, Public Speaking, Young Rembrandts, and Math Olympiad. Our staff offers intervention classes for those kindergarten - 6th grade students teachers deem to be “at risk” in the areas of language arts and math. Students also have the opportunity to participate in the Evergreen United's after school program, which offers homework help and after school care."

"Why do we assess?\nOur assessment provides valuable information to help children, teachers, parents and school leaders to acknowledge, analyse and review achievements and progress in learning against expected standards. Our assessments inform our immediate and long term planning. Our assessment gives:\n- Children – the learners – an understanding of where they are secure, what it is that they need to do to rectify any gaps in their learning and the next steps needed to extend their understanding and development.\n- Teachers the detailed knowledge of their children’s achievements which they can use to inform future learning, their planning and their teaching\n- Parents and carers regular reports on their child’s progress in meeting expectations and ensures that teachers, children and parents can work together to secure learning and raise standards for all children\n- School leaders and governors information that they can analyse and use to make decisions about future actions to improve standards, learning and teaching in the school\n- External agencies and partners (such as those schools organisations in which a pupil will receive the next stage of his/her education, or KCC, the Department for Education and Ofsted) the evidence that a school knows its children well and sets and maintains high standards in learning and teaching as part of the school’s public accountability to its children’s future.\nWhat are schools and settings statutorily required to assess?\nTeachers carry out day to day assessments and checks on children’s understanding and progress as part of their day to day teaching. Statutory, formal assessment procedures and examinations also exist to measure attainment against national standards. Our children’s achievements are compared nationally with all those children of the same age and against schools in the local authority and in England. These formal assessments include:\nAn end of Early Years Foundation Stage assessment (Age 5)\nWe monitor how well children are achieving and the extent to which they are meeting identified expectations in the Early Years Foundation Stage Profile which helps to identify those who are achieving a good level of development and those who we need to give additional help.\nThe Phonics Screening Test at the end of Year 1\nIt assess children’s phonic skills as part of early reading\nEnd of Key Stage 1 (Age 7)\nChildren are assessed using both tests and teacher assessments to help us to assess whether they are making progress and are achieving the expected standard for year 2 in reading, writing, mathematics, grammar, punctuation and spelling and Science. For 2017, these assessments will be made using the interim assessment frameworks.\nEnd of Key Stage 2 (Age 11)\nChildren take statutory tests that assess whether they are making progress and are achieving the expected standard for year 6 in reading, writing, mathematics, grammar, punctuation and spelling and Science. For 2017, teacher assessments will be made using the interim assessment frameworks.\nWill our assessment practices change?\nOur assessment practices will continue to provide information about children’s attainment and progress. They will still involve marking children’s work, providing written and oral feedback that identifies successes and next steps for improvement; children’s responses to this feedback will also be checked. We will continue to engage children in the whole assessment process by building self-assessment strategies into our teaching. We will provide regular summaries of attainment and progress through in-class tests, teacher\nassessment and the formal, externally set, tests.\nWe want children, teachers, parents and all school leaders to have confidence in our assessments, and use this information to help everyone be involved in raising standards for all our children. Rigorous assessment can sometimes be a draw upon time, but we want the assessments we make to be accurate and informative. Good assessment requires attention to detail and analytical skill. It involves teachers in asking questions and interpreting answers; observing behaviours and responses to tasks; knowing if and when to intervene; and drawing on a wide range of evidence to build up a picture of a learner’s strengths\nTo look at our published school data please click here and you will be taken to the Ofsted Dashboard where you can look at our school performance and compare this with other schools."

"The number 1 frustration I hear from parents at this time of year, is that they feel their children are not showing gratitude. They throw out terms like spoilt, bored, selfish and ungrateful when talking about asking for and receiving gifts. Let’s look at this realistically.\nIn December, children are constantly being bombarded with images from media telling them what they should ask for. Parents, relatives and friends are asking what they want for holiday gifts. They are even writing letters to Santa in school as a part of their English lessons. People focus so much on the perfect holiday experience. Often this means spending money and giving gifts. We are asking our children to regularly focus on what they want and then becoming frustrated when they are regularly focusing on what they want. When you take a step back and really thing about it, our expectations of output do not match our expectations of input.\nI am not condoning or criticising how anyone chooses to spend the holidays. Instead, let’s look at adding to your festive season. Here are 5 ways to help your child demonstrate gratitude and learn this skill.\nThe 12 Days of Thank You\nThere are many people in our everyday lives whose job it is to make our lives better. These include: public servants, receptionists, shop keepers etc. Their lives become much busier over the month of December. What would it be like to give them a thank you for their efforts? Take mince pies into the post office to say thanks for working late. Write a thank you card to the town council for the lovely lights they put up. Doing this with our children opens up their awareness of how society works together for the betterment of each other.\nIt also allows them to build the skill and value of appreciation of hard work and effort.\nHave Children Help Cook\nFrom large family meals to quick supper before football practice, eating is a part of our daily experience. How hard is it when you put in effort for a meal only to be greeted with complaints. Instead, make them a part of it. Let them see how much time it takes to cut the carrots, bake the bread or mix ingredients. There are several benefits to this. Practically, they are learning life skills. They also have more buy in to eat food that they have helped to prepare (less complaining). On a deeper level, they are learning that food does not materialise from nowhere. They see the process, which helps them to appreciate the time investment it takes on someone else’s part to make sure they are fed. If we talk about the process whilst doing it, we can show them why their gratitude is warranted.\nThere are few things more horrifying as a parent than when a child opens a gift and expresses their dislike of it in front of the giver. However, how can we expect them to react differently when they have not been taught. Take a few minutes and talk about the socially appropriate ways we have for receiving gifts that do not fit our tastes. Practice it through role play. That way, our children are prepared to meet the challenge should it arise.\nUse Descriptive Praise When Gratitude is Demonstrated\nChildren express gratitude in many ways. It could be through facial expressions, hugs or words. When your child shows appreciation, notice it and name it. Help them build their vocabulary of gratitude by using descriptive praise. Saying something like, “I noticed the way you hugged your dad when he brought home pizza for supper. That shows me that you wanted to give him a big ‘Thank You’ for bringing this special treat.” This way, you are acknowledging their physical appreciation and adding to it with words. You are showing them that gratitude is a value they have."

"With children spending close to 8 hours of their time in a day at school and probably a few more hours in extra-curricular activities, keeping a track on minute aspects becomes difficult. At an age where growth is rapid and the grasping capacity is huge, any kind of influence might affect the moulding of their personalities. Parents of wards in school therefore always have concerns that involve child’s learning on a day-to-day basis, behaviour in school, interaction with teachers and other children, participation in class, activities that are conducted and the ward’s participation in the same etc.\nWith working parents, at least in urban areas, often parent-teacher meetings become the only avenue through which any conversations happen with regard to the above-raised concerns. But when classrooms are filled with 40-50 kids, spending quality time to listen to all concerns and provide quality feedback and inputs between the parents and teachers becomes a challenging task.\nSo what are the ways in which parents ensure that they can play a significant role in the academic growth of their children? Here are a few tips provided by our teachers that would help develop a good connection between parents and teachers and parents and their wards in tracking your child’s growth.\n- What they learned in school – One of the simplest ways to stay connected with your child’s progress is to learn about their daily activities. It could be a simple conversation once they return from school or over dinner about the happenings of the day. This shows that you are actively interested in what they are doing and encourages children to voluntarily share their experiences\n- Keep in touch with the teacher – First and foremost, attend all the parent-teacher meetings without fail. A little bit of preparation in terms of keeping a tab on the child’s performance or discussing any concerns that might be occurring only at home would be helpful. It is important that the teacher has an overall picture of the child to help him/her adequately. Try to keep in touch with the teachers beyond the usual parent-teacher meetings by meeting during their free-time, after school hours, at sports or various events, on Saturdays etc. Sending notes to teachers can also be an alternative when you don’t find the time. If possible, SMS or email the teacher. Teachers are always more than happy to help.\n- Relate their education to real life – While teaching your children at home, try to relate their lessons with real-life examples and practical applicability. For example, taking children outdoors to learn about nature, animal behaviour; industrial set-ups to learn about how things are made or how things work etc. Applicability helps in making a deeper connection.\n- Education at home – another way of relating education to real –life is by engaging the children in activities like discussing the current affairs and contemporary issues in simpler terms, getting them to help in household chores etc.. A lot of physics, chemistry, biology, math and other subjects have applicability within the four walls of our residence\n- Do not compare – It is important to understand that each one of us is different and endowed with abilities. Thus, Samsidh has also adopted the concept of Multiple Intelligences in its curriculum to adapt to each and every child’s learning style. It is therefore important for parents to also understand this and not compare your children with others over anything – academic-wise, sports-wise or in terms of hobbies. Comparison always creates unfair pressure on children and prevents them from giving their best\n- Bat for both your child and the teacher – It is important to establish with children that only what is right would be supported, irrespective of who is involved. Blaming the teachers all the time or chiding the ward hampers the child’s growth and does not build adequate trust between any of the parties. It is also important to encourage children in taking responsibility for themselves in terms of homework, actively participating in class and other activities etc.\nAt Samsidh, we also ensure that we provide different avenues other than the regular periodic Parent-Teacher meeting for parents to interact with the teachers and management. These are interactive avenues through which parents are educated about the initiatives taken up by the school, platforms to provide feedback or ideas for improvement. Some of the unique platforms are:\n- ACE, the School Management System helps acts as a communication channel for parents and teachers to track\n- Open Forums where various discussions about current issues take place\n- Seminars – that are conducted bi-annually at all the campuses\n- Open House – that occurs at the end of the term\nFor more information on the effective practices followed at Samsidh, visit the website http://www.samsidhmlzs.com/ , call us on the Toll-free – 18002749998, if you have queries or feel free to visit any of our branches!"

"We hold weekly group discussions in the school. A topic is chosen and children are divided into two groups to highlight the positive and negative aspects of the topic.\nGroup discussions can be a highly effective way of getting students to focus on all aspects of a specific topic and identify its pros and cons. It helps in improving the debating skills and enhances their capability to analyze. Group discussion is also a great way to get rid of stage fright and develop confidence. Children will learn how to speak in front of an audience from an early age.\nWe celebrate all national events and religious festivals in the school every year. Students participate in these celebrations with a high degree of enthusiasm.\nCelebrations enhance the sense of patriotism and harmony among children of different religions and social background. We observe all major festivals and events every year to create a feeling of harmony and equivalence. These celebrations play a key role in the intellectual development of children as they experience the various shades and meanings associated with these events.\nFridays are reserved for News Round Up in the school. It is a much-awaited event as children are introduced to news and events of the week that has had a positive impact on the world.\nNews Round Up is what we deliver to our students every Friday. Our research team chooses the most important developments of the week from across the globe. Details are shared with students which help them gain awareness of the current events and happenings across the world. It is important to be aware of events that shape the global society that we live in. News Round Up helps us impart that knowledge to students in a readymade format.\nPersonality of the month is an idea that we have developed to make children aware of the famous personalities in various key disciplines from across the world. By focusing on prominent personalities every month, children can improve their general knowledge and also get inspired by these great achievers.\nEvery month, one newsmaker from any discipline such as social service, sports, science and technology, cinema, politics and others is chosen as personality of the month. Children can know about the achievements of that individual and get inspired by their actions and hard work. It also provides them the opportunity to learn more about inspiring global figures and their contribution to the society."