At St. Joseph’s we have been exploring three questions as part of our British Values learning—
1. What does it mean to be British?
2. What is it like to live in Britain?
3. What are the values we hold?
Answering these questions has led our learning. We have explored the five fundamental aspects of British Values through a range of activities.
These aspects are -
2. Rule of law
3. Tolerance of different cultures and religions
4. Mutual respect
5. Individual liberty
We have interwoven these five aspects into our British Values lessons, and have also created displays in our classrooms for everyone to promote and engage with British Values and consider how they impact and influence all aspects of our lives. We believe that through educating our children about what it means to be British, they will flourish in participating fully and contributing positively to life in modern Britain as conscientious citizens.
We have extended our learning during times of celebration and reflection, such as Black History Month and Remembrance Day. However, we embed the values in a cross-curricular theme also, such as during Inter-Faith Week as part of the RE curriculum.
Please click below to view Our St Joseph's Statement
British Values 2019/2020
Black History Month - Autumn Term 1 2019
For our learning during Black History Month the children have been looking at the book ‘Handa’s Surprise’. We have been talking about the houses and why they are different compared to the houses we live in. The children have also been talking about what Handa is carrying and if we carry items on our head. The children have drawn pictures of their favourite fruit to put in Nursery’s basket.
In Reception we have been learning about Ruby Bridges. We listened to information and have found out what happened to Ruby when she wanted to come to school. The children thought about words to describe Ruby, and have written them around her picture.
Wednesday 16th October 2019 - Black History Month- Rosa Parks
British Values - Mutual Respect.
We carried out some role play to consider how it might feel to be left out for reasons that are out of our control. Miss Goodwin pretended to be a mean teacher and only let the children with blue eyes sit on the chairs, the brown eyed children had to sit on the floor. We said that this made us feel sad, angry and upset. Some people said they felt really worried about their friend’s feelings and wanted to ask them if they would like their chair to sit on. Then, we acted out getting on bus. If we were wearing a jumper, we had to sit near the front but if we didn’t have a jumper on we had to sit at the back unless the seats were full. We reflected again and decided that it was not fair and that we were being unkind. “I feel bad for them because they must have felt left out” Maisie.
We learnt about Rosa Parks and the acts she carried out in the 1950’s. We thought about how she must have felt and we said that she was amazing for standing up for herself – “she must have felt empowered” (Maria).
After this, we talked about having mutual respect for one another and how we can show mutual respect to everyone we meet. We thought of lots of great acts of kindness including offering someone your seat, holding the door for them or simply giving them a smile.
If we were to meet Rosa Parks, we would ask her;
Are you OK? – Sophie
Would you like to come to my house to be safe? – Jessica
How did you feel when the white people said you had to get off? Were you angry or upset? – Finley G
Would you like a drink? Because if it was hot in America and the bus kept driving past black people and she wasn’t allowed to sit down then she would be hot and tired so she might need a cold drink. – Patrick
We started off by looking at different pictures from Pocahontas’ time with the British colonists and her time in England. We discussed in groups and a class about the work she did for peace and equality. We also discussed if and how mutual respect was shown.
We reflected on what mutual respect was. We said it is:
Showing respect to everyone and the environment.
Appreciate and value others.
Treating people the way you want to be treated.
We then discussed ‘everyone is equal, no exceptions’ and what it meant to use. We said:
Everybody should be treated the same.
Everybody should be kind to one another and use the right words.
Treating someone like they are important.
We shook hands with each other as a sign of being equal, respect and peace.
Using this we then drew or wrote our own reflection for ‘everyone is equal, not exceptions.
Miss Fiddler showed us a picture of Frederick Douglass and asked us who we thought he was.
Our predictions were not correct. We have learnt from this that we cannot judge people by what they look like.
We then learnt more about Frederick Douglass. We discovered that he was born into slavery in 1818 and escaped to New York to do some incredible things!
We think Frederick Douglass was a very clever and smart man as he taught himself to read and write. He is a very good person because he helped to allow slaves to become freed. He is a very brave man for escaping slavery. He stood up for other people’s rights. We think he was an amazing, kind man.
Year 4 - Black History Month
For our ‘Black History’ focus in Year 4, the children focused on the life of Paul Stephenson. They initially looked at a range of people before looking in a little more detail at Rosa Parks. The children then found out about how Paul Stephenson and his colleagues were inspired by Rosa’s actions, and they organised a boycott of the local bus company who refused to employ people based on the colour of their skin. They found out about the subsequent involvement of politicians before ultimately a change in the law took place forbidding discrimination on the basis of colour, race or ethnic or national origins.
Year 5 – Black History Month (Mutual Respect and Tolerance of Different Cultures and Religions)
As part of their work on the Victorian Era, and linked to Black History Month, Year 5 learned about the lives of two inspirational figures – Mary Seacole and Florence Nightingale. They started their session by considering why we have Black History Month and why it is important to recognise the talents of all people regardless of race, gender or age. The class then watched two videos about the lives of Mary Seacole and Florence Nightingale. While they watched, they took notes about the key events of the two women’s lives. Miss Vickers also asked us to notice similarities and differences between the two women, the challenges they faced and why they are inspirational figures. We all came to the conclusion that they showed determination and courage to pursue their dreams in the face of prejudice and discrimination. The class were impressed at how both women showed a strong desire to help others even in the face of strong opposition from the rest of society. We all agreed that a person should be judged by their actions not by the colour of their skin or their gender.
Black History Month – Year 6
For Black History Month, the Year 6 children learnt about Vernon Baker who was a United States Army first lieutenant. Vernon Baker received a medal of honour for his services in the war, but didn’t obtain this award until the late 1990s (52 years after his service) purely because of the colour of his skin. The Year 6’s created a fact file using information that they research on the Ipads.
PSHE Assembly – Democracy
“You have the right to give your opinion, and for adults to listen and take it seriously.” Article 12
We started off our assembly by considering who rules this country. Some of us thought it might be The Queen, but the majority of us knew that it was the people who rule Britain! Miss Vickers explained that this was because we live in a democratic country, and democracy means ‘ruled by the people.’ Miss Vickers explained being democratic is the name we give the process of everyone having a vote or a say. Having a vote gives you the opportunity for your voice to be heard. She then read us the story The Day the Crayons Quit by Oliver Jeffers. While she read, some of us helped out by representing the different crayons in the story. We talked afterwards about what the crayons were feeling, what they did about their feelings and what Duncan did to make sure the crayons felt better. We agreed the crayons had used their democratic right to a voice, and their voice mattered!
Miss Vickers asked us to think about times when we had used our voice in school to make a difference. She said that Mrs Wallhead had an exciting opportunity for us to use our voice! Mrs Wallhead explain that St Joseph’s had the opportunity to take part in Junior Make Your Mark. She said that it was a campaign for primary aged children in Doncaster to; speak up, have their voice heard and make a difference! She explained that some of us would have the opportunity to vote on one of six areas that we really cared about. Just like the crayons in the story, we are being given the opportunity to have our say on important decisions!
We have been learning about democracy in Nursery.
The children were asked to choose which book they would like, and showed a preference with a show of hands.
We discussed that we all have a choice and our own likes, and that this differs from one another.
In Reception we created our own classroom rules together. The children thought about how we should behave in our class and shared their ideas. After creating our own rules we looked at the St Joseph’s class rules that are displayed in the classroom and the children noticed that many rules were the same.
Year One and our British Values
After revising the British values that we remembered from reception, we had a great discussion about who makes up the rules in our country. We talked about police men and women who keep us safe, ensuring that everyone is following the rule of law. We thought about different people we might meet and how we can show them mutual respect despite our differences. Year one had some fantastic ideas such as being kind to everyone and listening to things that are important to others.
Finally, we learnt what is meant by ‘democracy’ and voted for our class councillors and class chaplains. We considered a range of ways we could vote and made a class decision to close our eyes and point to the person we would like to vote for. We decided this would be a good idea as our votes were anonymous and Miss Goodwin could count the votes.
Enjoy the photograph of us voting for our chaplains!
British Values Year 2
School Councilors- Calise and Logan
Class Chaplains- Grzegorz and Maya
We were reintroduced to the five British Values and wrote them onto a handprint. On the handprint each finger represents one of the British Values.
We then focused on democracy. In school we have school councilors and class chaplains. We took part in a vote for these roles. The children who were chosen are in the photos below.
British Values Focus Week
During our first British Values focus week of the year, year three discussed all of the British Values and how we could live our lives by them.
We decided on some class rules that we would like to have in our classroom. These can be found on Miss Fiddler’s desk and the door outside. Here, we thought about ‘rule of law’ and ‘mutual respect’.
We had a conversation about what it means to be ‘tolerant to other faiths and religions’ and what ‘individual liberty means’.
To better understand democracy, children that wanted to be Class Chaplains or School Counsellors explained to the rest of the class why they should be selected. We closed our eyes and voted for who we wanted to win this vote.
Our Class Chaplains are Gracie and Jacob.
Our School Counsellors are Abigail and Harry.
To continue our understanding of democracy, we have been nominating other children to receive ‘handwriter of the week’ and ‘maths wizard of the week’. It’s really nice to be recognised by our class friends for our hard work and efforts!
In Year 4, the children discussed how democracy works, and they were able to understand how this is a fair way of making decisions. We discussed how our school councillors/class chaplains are representatives for our class who we use democracy to fairly select. Many of the children explained why they would be suitable for the role before the children were selected by their classmates by voting.
Year 5 – Democracy
As part of our British Values work, we started our session by reminding ourselves of the five values and why they are important. We then focused on developing our understanding of democracy. Firstly, Miss Vickers asked us who rules this country. We pondered this with our learning partners, and after much deliberation, we decided it was the people who ruled. We talked about what democracy means, and we discussed what it is like to live in a democratic country. We agreed that democracy gives us the right to a voice and the right to a vote. We discussed times in school where we voted for things and our opinion mattered. Miss Vickers told us that we would be holding a democratic election to decide who would be our school council representatives and our class chaplains. We discussed in pairs the qualities that would be required for these roles and shared these with the whole class. Please see our ideas below.
The class then got the opportunity to write a manifesto and read it to the rest of the class. After the manifestos were read, the class voted for their representatives. They also wrote up their understanding of democracy.
British Values Year 6
The children in Year 6 recapped over the 5 British Values and then reflected on each one. They thought of examples when each value is lived out within our current society.
The class then focused on democracy and linked this back to the class speeches and vote for house team captains. They thought about how the process was made fair including a timer for each speaker, voting with eyes shut to avoid influencing others and a chance for all.
Here is a photo below of Year 6 taking part in the vote:
In Nursery we are able to choose the activities we would like to do, and have the freedom and choice to decide where we will play. We have the choice of playing indoors or outdoors, as well as when we have our fruit and milk.
This week we have been learning about individual liberty therefore talking about the choices that we can make for ourselves.
Lots of children talked about how they try hard to choose their own dinner rather than simply copying the meal that their friend chooses.
We read the book ‘The Hueys in the new jumper’ which is about people being the same and therefore not expressing their individuality. The children then created three different jumper designs for the Hueys and explained which jumper they would choose to wear and why.
There were some great designs!
Tuesday 10th December 2019
British Values- Individual Liberty
We started off by recapping the
British Values. To start with we discussed what we thought was meant by Individual Liberty. We watched a clip to help us understand what Individual Liberty is. Here is the link if you want to watch it at home: https://www.youtube.com/watch?v=n9CADpB7fsE
We listened to the story “The Hueys in The New Jumper” by Oliver Jeffers. We discussed the story as we read the book and thought about how The Hueys showed their Individual Liberty. We then created our own jumpers for The Hueys. We then discussed and wrote out what Individual Liberty means.
In Year 4, we discussed the rights and responsibilities we all have, and the rules we all need to follow, in order to be free to make choices. We considered how our actions have an impact on other people’s freedom when this happens. We then used our individual liberty to make choices on the type of Christmas card we would like to make.
As a class, we started our session by considering what the word freedom meant, and we looked at what is and isn’t considered freedom. The children learnt that individual liberty means having the freedom to choose the way we want to live. They then looked at a book called ‘We Are All Born Free,’ which contains the Declaration of Human Rights in pictures. The class discussed their individual rights, and then they focused on a picture in the book, which was labelled, ‘Freedom Park’. In pairs, the children worked together to find different ways that the children in the park were expressing their individual liberty. They then presented their findings to the rest of the class. To finish, the class got to use their right to choice by designing and creating their own Christmas cards. They selected the colour of the card, the materials they wanted to use, the image they wanted to place on the card and who their card was for.
Year 6 discussed and recapped all of the British Values and then focused upon individual liberty. The children talked about the importance of freedom of choice, yet the need to follow rules. The children then carried out an act of individual liberty by creating their own designs for their Christmas cards. These looked wonderful and the children afterwards talked about the choices they had made and why.
In Nursery we spoke about mutual respect and read the story ‘Handa’s Surprise’. The children learnt about mutual respect for others around the world, and that we all have different beliefs and values.
In Reception we looked at the story called ‘We Are All Different’. The children identified ways in which we are different to each other. We discussed as a class that even though we are all different, we are all friends and part of God’s family.
British Values 2018-2019
British Values Class Displays
Tolerance of Other Faiths and Cultures.
In Nursery we talked about how we are all different and unique. During circle time we looked at pictures of children from different cultures, children from different families and also children who speak different languages. The children recognised that we are all different and were able to identify how they are different from their friends.
Our focus for British Values this week is ‘Tolerance of Other Faiths’.
In Reception, we looked at and handled artefacts from different faiths. We even dressed up! As we did this, we talked about how special these objects are to children and grown-ups who worship in different ways to us. We learnt some names of the artefacts and different places of worship such as a temple or synagogue.
For British Values Week, Year 2 explored the idea that people can see God in different ways.
We played a guessing game in which the children had to guess what object had been hidden under a blanket. Each child was only allowed to touch one part of the object and so they all had very different ideas of what the object was! When the secret telephone was revealed, the children were able to explain why they found it difficult to guess what the object was- they only had parts of the truth and not the whole picture.
We then went on to think about the various religions that people follow and discussed how a lot of people believe that all these religions say different things about God. We realised that we have to be tolerant of other people's beliefs because they all have pieces of the truth.
In year 3 we looked at the importance of Ramadan to Muslims as part of learning about different cultures and religions. The class found it very interesting to compare and contrast what Muslims are required to do during the Holy month of Ramadan. The class then created their own posters to reflect what they had learned about Ramadan.
In Year 4, the children were able to learn about the festival of Ramadan. Miss Bibi was able to talk to the children about her personal experience of this, and what she does herself during this time. The children were able to make comparisons between this and the Christian faith, recognising fasting within this. Afterwards, the children created a poster showing what was involved in Ramadan.
In addition to their RE work, Year 5 also did a British Values session based on the picture book ‘Something Else’. Here they explored their understanding of what tolerance and intolerance looks like. The children then wrote up their understanding of tolerance.
Year 5 completed a unit about Hinduism. During this topic, they developed their understanding of religious customs and practices for Hindus. They learnt about the different Hindu gods and focused on how Hindu’s pray. Year 5 worked in groups and created Hindu prayer shrines.
Year 6 focused on the other faith ‘Islam’ to compare and contrast this religion to their own religious beliefs. The children listened to the story of ‘Lailah’s Lunchbox’ to identify what Ramadan is and how people can have misconceptions about this and other practices in the Islamic faith. We discussed the importance of understanding other religions and showing respect towards others of all different faiths.
Year 6 then created a piece of work to reflect on the comparisons they made throughout the lesson.
Spring Term (2) 2019
For British Values this week, we have been learning about mutual respect. We learnt about the word 'mutual' as meaning 'shared between people' and discussed our views of what respect looks like. After this, we wrote acrostic poems based on the word respect.
Year 5 – Mutual Respect - 21/02/2019
As a class, we started our discussion by considering what respect meant to us. We then went on to look at the difference between respect and mutual respect. We looked at the fact that even though we all look different and have different talents, we still should all be treated equally. The children decided that in school we can show mutual respect by having positive, respectful attitudes towards other children and adults. Listening and valuing other people’s work and ideas and by ensuring all people are included. We look at a poem called ‘People Equal’ by James Berry and then the children worked in groups to perform their understanding of the poem and how it shows mutual respect. To finish, the class wrote their own understanding of mutual respect.
Autumn Term and Spring 1 2019
British Values Year 1 - Year 6
Our focus for British Values week this week is ‘Democracy’.
As teacher I gave the children some new rules for our class;
No playing with your friends
I choose the area, not the children.
We talked about if they liked the rules and if they thought it was fair that I decided the rules all by myself. As a class, we decided we didn’t like them and so we came up with some class rules ourselves, linking them to our whole-school rules.
We decided, as a class, that we liked these rules so we each put our finger print on the rules to show we were going to follow them.
Our focus for British Values week this week is ‘Individual Liberty’.
We have been learning about how we are all different, but that our differences and individuality helps to make us special.
For homework, we talked about our individuality and found out about the individuality of our family.
We created a display in class of all the different places that our class comes from, from around the World and talked about how special it makes us all.
Rule Of Law
Our focus for British Values week this week is ‘Rule of Law’.
In Reception, we have talked about rules and laws and discussed why we think they are important, and we need them.
We talked about who enforces the rules that we have thinking about adults in school, or at home, Police, but also that we, ourselves, need to enforce rules as well.
Year 1 -
14.12.18 - The children discussed how we could be anything and do anything we wanted as long as it didn't break a rule or a law.
14.1.19 - The children completed a quiz and we discussed the difference between a rule and a law and why we need both of these things to keep us safe.
Year 2 -
For individual liberty, during a circle time session, Y2 discussed the meaning of individual liberty and we remembered what we had learnt about Nelson Mandela. We also talked about whether it is really okay to do just what we like and also the importance of allowing others their individual liberty.
For rule of law, we discussed our roles and responsibilities. We looked at individual responsibilities as well as those of people in the wider communities. We recognised the importance of team work and talked about what would happen if people decided to ignore their responsibilities. This led us to understand why rules are an important part of life.
Year 3 -
We discussed the differences between rules and laws. Then in our groups we democratically came up with a list of rules and laws we would have if we were put on a deserted island .
Year 4 -
Democracy: The children used democracy in class to decide on their school councillors. They were able to stand up and give reasons why they would be good school councillors. The rest of the children listened to the points they made, and asked them questions afterwards. Reminders were given about what democracy was, and why this is a fair way of deciding out school councillor. Children afterwards voted to decide on who our class councillor would be.
Rule of Law: The children discussed together why we have rules, what they are used for, and how they help us. They considered the difference between a rule and a law, and decided how these help us in our everyday lives. The children then imagined they were abandoned as a group on a desert island. They considered what rules they would need to have to work together in this situation.
Tolerance of other cultures and faiths: The children found out about different cultures over time, and the treatment of black people at different points in history. They recognised what intolerance was, and the people who fought against this. They then focused on Paul Stevenson who campaigned successfully in Bristol, which led to a change in law for black rights in Britain.
Mutual Respect: The children began the year considering the ‘treasures of our school’, thinking about the ways we show mutual respect to one another, and how this makes the school a special place. They wrote this as a prayer afterwards.
On ‘Remembrance Day’, the children showed respect for those who had lost their lives in war. They found out about ‘Remembrance Day’, and the purpose of this, writing a poem in reflection.
Year 5 -
The class worked in groups to discuss their understanding of what makes a good school councillor.
Children wrote manifestos for why they should be school councillors, and they presented these to the rest of the class.
A democratic vote was then held to elect the new Year 5 school councillors.
As a class, we started our session by considering what the word freedom meant, and we looked at what is and isn’t considered freedom. The children learnt that individual liberty means having the freedom to choose the way we want to live. They then looked at a book called ‘We Are All Born Free,’ which contains the Declaration of Human Rights in pictures. The class discussed their individual rights, and then they focused on a picture in the book, which was labelled, ‘Freedom Park’. In groups, the children worked together to find different ways that the children in the park were expressing their individual liberty. They then presented their findings to the rest of the class. To finish, the class wrote their own understanding of individual liberty in a speech bubble.
Rule Of Law
Year 5 continued to develop their understanding of rules by considering why society has laws. They started their session by thinking about what a world would be like without laws. They then looked at an image of a person holding the scales representing the law. The children considered why the law is the same for everyone, it doesn’t have favourites, doesn’t look at the person etc. The children learnt about how laws are passed in Parliament, and then they worked in groups to develop their own law about current topical issues.
Year 6 -
So far this academic year, Year 6 has covered democracy, tolerance of other faiths and rule of law. Below tells you more information on what the class did as part of their learning:
We linked our learning to our History to study key events and changes in Britain’s democracy with links to WW2. We studied the absolute monarch of King Henry 8th and Queen Elizabeth 1st, and explored the change to constitutional monarch through key influencers such as Oliver Cromwell. We studied our current government to break down how parliament, the Queen, houses of Lords and Commons join together to make decisions about our country. We also discovered more about the suffragettes, which led to equality for women and the right to vote.
Interesting fact: Our Queen Elizabeth was an engineer in WW2, and her Dad King George 6th was monarch during the war.
Tolerance of other faiths
The children studied the faith of Judaism as part of their interfaith fortnight learning. Children reflected on the big question ‘how do Jewish followers ask for forgiveness?’ They visited the local nursing home as a ‘good deed linked to this question. They also looked at Rosh Hashanah, which is the Jewish New Year. Children reflected this back on their own lives about setting new goals and created information booklets to share with others.
Rule of law
The children created a poster to inform others on climate change. They looked at environmental law and why these are put in place to help protect the environment and keep it sustained. They explored changes to the environment through pollution and watched video clips to help them understand and learn facts linked to the law and changes. This also links to our current topic on ‘Frozen Kingdom.’
British Values Year 1 - Year 6
Democracy- The year 1 class held a vote to decide on their class councillors. They also worked together to create a list of class rules to compliment that of the school.
The children developed their understanding of why people vote and how fairness is an important part of democracy.
Democracy- Children learnt that people in Great Britain have the power to make important choices. They were given the choice of three fictitious leaders and voted for their favourite. They learnt about how voting takes place and how important it is to think carefully when voting.
They then went on to select their class councillors.
Tolerance of other cultures and faiths- Children found out about different cultures over time, and the treatment of black people at a certain point in history. They recognised what inequality is, and how certain people have fought against it. They then focused on Nelson Mandela whose protests led to a change in law for black rights in South Africa. Children understood what inequality was and also how people were able to make a difference.
Individual Liberty- A circle time discussion took place in which children shared views on their own, as well as other people’s, individual liberty. We compared our lives to those of people in history, when Nelson Mandela chose to stand up for human rights.
Mutual Respect- Children showed respect for those who had lost their lives in war. They found out about remembrance day, and the purpose of this. They painted a field of poppies in reflection. Children developed a respect and appreciation for what people in the past have done for them.
Democracy- The children recalled key features of democracy by using examples from U.K. topics. They created a poster on democracy and held a class election when choosing their school councillors.
Individual Liberty- The children created a written conversation, giving examples of their rights and their individual liberty.
Democracy- The children recognised the fairness of democracy in their decision making for their school councillor. A speaking and listening activity took place in which each child gave a speech about why they would be a good school councillor. After discussing the importance of a fair democracy, children voted to decide who their class councillor should be.
Tolerance of other cultures and faiths- Children found out about different cultures over time, and the treatment of black people at different points in history. They recognised what intolerance was, and the people who fought against this. They then focused on Paul Stevenson who campaigned successfully in Bristol, which led to a change in law for black rights in Britain. Children understood what intolerance was, and understood how people were able to change things that happened.
Mutual Respect- Children showed respect for those who had lost their lives in war. They found out about remembrance day, and the purpose of this, writing a poem in reflection. Children were able to respect and have an appreciation of what people in the past and today have done for them.
Democracy- Children worked in groups to discuss their understanding of what makes a good school councillor. They wrote manifestos for why they should be school councillors and a vote was held to decide the outcome. The children were able to discuss the importance of voting and developed an understanding of what democracy means.
Rule of Law- Children played a board game and Miss Vickers deliberately cheated to show the children the importance of rules. A discussion was held and the new school rules were covered. In groups, children worked together to explore why we
have the 5 school rules, what would happen if we didn’t have them and what the consequence would be if the rules were not followed.
Tolerance of other cultures and faiths- The children developed their understanding of tolerance through the Come and See unit about Judaism. Within this topic, the children learnt about Jewish values, some of their customs and traditions, and an important prayer called the Schema. Through this, they developed their understanding and tolerance of another religion.
Democracy- Children learnt about democracy through their history topic, WW2. They studied the key events and changes in Britain’s leadership over a period of time. Children now have an awareness of the impacts these changes have had on democracy, including equality for women and the working class.
Tolerance of other cultures and faiths- Children reflected on the big question- ‘How do Jewish followers ask for forgiveness?’
They visited a nursing home as a ‘good deed’ and also looked at Rosh Hashanah, which is the Jewish new year. The children reflected this back on their own lives and set themselves new goals. The children have shown an awareness of another faith and how Jewish followers ask for forgiveness and make new starts. They are able to recognise similarities and differences between the Rosh Hashanah and their own faith
British Values 2017/18
British Values - PCSO Visit