Year 3 Promoting British Values 2016

How we actively promote British Values at Ladybridge in Year Three

Democracy

Tolerance of those

During the Autumn term the children in year three look at the Romans. Within this topic we study the the Roman Empire and look at who with progression Differentof Faiths and Beliefs made the decisions. We look at their ruling system from when they had kings and emperors and the senate. We used thinking hats to organise our thoughts on what was good and bad about the Roman ruling system. We discussed how their senate was made up of the top 300 most important aristocratic men in Rome who made decisions that affected everyone and not always in the best interest to the poorer people of Rome. We compared the way Rome was ruled to how we are ruled today. We discuss how we have a Prime Minister who is elected by the public (every British citizen over the age of 18) and we have MP’s who we also vote for to represent our area.

How we actively promote British Values at Ladybridge in Year Three

The Rule of the Law

Rewards Smiley faces Key Stage Pupil of the Week Reward Smiles Praise Stickers Prizes Golden time Letters and phone calls/texts home Certificates House points Class reward

Our Expectations Be polite, fair and kind

Consequences Warning Work/Moved away from others Work in another classroom Miss playtime/lunchtime See a senior member of staff Parents contacted/letter sent home Parents meet with school Internal/external exclusion

We regularly, look at our school rules to remind ourselves of them and what they stand for. We discuss what life could be like without rules and why we have them.

Tolerance of those with Different Faiths and Beliefs Walk quietly around school

Everything in its place

Let others learn

Listen carefully and follow instructions

Within our topic lessons, we investigated the survival of Caratacus, who survived Roman execution, through flattering the Emperor Claudius. We discussed whether this was lawful or unlawful and whether it would be accepted in Britain today. Then, we investigated how our justice system operates and why people can be sent to prison.

How we actively promote British Values at Ladybridge in Year Three

Individual Liberty

Tolerance of those

In Year 3 we look at the Celts and in particular Boudicca. The children acted in role as a character from Roman Britain and showed how that person with would Different and They Beliefs have feltFaiths and behaved. wrote in role to show they understood how the Roman Empire might have affected different people in Britain. In talking partners children thought about different perspectives to understand how the Roman Empire affected different people and how they felt and reacted to the changes that were being made. We compared this with Britain today and how we would feel if we didn’t have the freedom like we have today.

How we actively promote British Values at Ladybridge in Year Three

Tolerance of those of different faiths and beliefs Mutual Respect

Tolerance of those

During the Autumn term, as a year group, we visited Chester to see the Romans influence upon a city. We entered the ancient amphitheatre in Chester and discussed how people, who had different beliefs to Romans, were sometimes to battle against with the Different Faiths and sent Beliefs fierce Roman soldiers and occasionally animals. Then we discussed how we accept people regardless of race, differing faiths or beliefs in modern day Britain.

In Spring term, we read the book ‘Stone Age Boy.’ st This book is about a 21 century boy, who enters a capsule and lands in the stone age. We discussed how the Stone Age people treated him with respect, despite his differences to them. The children then mind mapped ideas why the stone age people accepted the boy and why it is important to accept others, regardless of any differences.

During the Summer term the children in year three study a book called ‘The Amazing Tale of Ali Pasha’ This is a true story of a brave sailor in World War 1 and what he did so we could have our ‘individual liberty’. It gives children an insight into one man’s experiences of how people from the British Empire (Sikhs, Ghurkhas, Australians) all pulled together in a time of crisis. It also shows the compassion for the ‘enemy’ as Henry (the Sailor) befriends them on one afternoon whilst saving injured soldiers from the battlefield (X beach- Gallipoli). Children discuss, debate and write a diary as if they were Henry experiencing the war.