Values - Led Learning
All National Curriculum subjects provide opportunities to promote pupils' spiritual, moral, social and cultural development. Staff planning reflects this and highlights opportunities to broaden discussion within these areas.
Explicit opportunities to promote pupils' development in these are provided in religious education and the non-statutory framework for personal, social and health education (PSHE) and citizenship.
A significant contribution is also made by school ethos, effective relationships throughout the school and collective worship.
Pupils' spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their will to achieve. As their curiosity about themselves and their place in the world increases, they try to answer for themselves some of life's fundamental questions. They develop the knowledge, skills, understanding, qualities and attitudes they need to foster their own inner lives and non-material wellbeing.
Coaley Primary is proud of its Church of England School status and heritage. A daily act of worship is at the heart of our community, and these follow Christian principles, although sometimes stories and ideas from other cultures and backgrounds are introduced.
On several occasions throughout the year the school community worship together at St. Bartholomew’s, the local Church.
Religious Education is intended to help children in their search for meaning, purpose and value in life and to encourage fair minded enquiry towards the whole range of religious convictions. As a Church School, Christian principles are drawn out through the themes of caring, thought for others, the community, the natural world, honesty etc; as well as through the Bible, the Life of Jesus and the Festivals of the Christian Year. The school uses the Gloucestershire syllabus for RE. Our aim is to take children to the 'threshold of spirituality' from where they can go on to explore for themselves. Parents have the right to withdraw their child from Religious Education and are asked to contact the Head so that alternative provision may be made.
Pupils' moral development involves pupils acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right. They are able and willing to reflect on the consequences of their actions and learn how to forgive themselves and others. They develop the knowledge, skills and understanding, qualities and attitudes they need in order to make responsible moral decisions and act on them.
Health education takes place within other areas of the curriculum, for example science and P.E. Often specialists are invited to help deliver the health education program – for example a nutritionist might advise on healthy eating or a dentist on looking after our teeth.
Children in the oldest class receive an element of formal sex and relationship education. The subject is dealt with sensitively as a response to the children's questions. When such discussion arises pupils are encouraged to have regard for moral considerations and to the value of family life, and to view it as a natural step in each individual’s development. We offer our parents the opportunity to view the videos and other materials used prior to children seeing them and to discuss related issues with members of staff. The school’s Sex Education Policy is available for parents to view. Parents have the right to withdraw children from this aspect of their child’s education. Please enquire at the school office.
Pupils' social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good. They display a sense of belonging and an increasing willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process in each of their communities.
Pupils' cultural development involves pupils acquiring an understanding of cultural traditions and an ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in others' ways of doing things and curiosity about differences. They develop the knowledge, skills, understanding, qualities and attitudes they need to understand, appreciate and contribute to culture.