The Ofsted Framework 2015 - REinhull



Winning in the Game of LifeBackground Information for the TeacherBackground Information for the TeacherThe Winning in the Game of Life programme has been written for use with pupils of all faiths and none. The story is based around a young boy named Ari. Ari, like many young people, is idealistic, wide-eyed, often bored and a little bit sarcastic. This sarcasm gets him into trouble when he visits Mr. Why’s toy store. Mr. Why sees an eagerness to learn within Ari and gives him a special game called ‘The Game of Life’. Ari rushes home to play the game and finds himself as a chess piece trapped in an alternative universe where he needs to learn the rules of the game in order to get back home to his own life. Along Ari’s interactive journey, Mr. Why becomes his guide. The programme is aimed at pupils in years 4 and 5 and takes them on a journey through their spiritual, moral, social and cultural development. It helps to build their self-esteem and develop key values and spiritual awareness. The programme uses the concept of ‘spiritual light’ to help pupils understand their own spiritual awareness and achieve ‘spiritual fulfilment’. Many schools have found that this programme sits well alongside pupils’ Religious Education, PSHE and Citizenship education. This additional section gives teachers background information on the concept of spiritual light in religious traditions.Light in religious traditions represents the power of the Divine. It is a key symbol in Christianity, Judaism, Islam, Hinduism, Sikhism and Buddhism. It serves as a symbol of all that is good, beautiful and positive.JudaismLight is fundamental to Judaism as it symbolises the spirit and guiding force of God in the world. In Judaism the first five books of the Hebrew Bible are called the ‘Torah’. The word Torah means the ‘Light that shows the way of life’ coming from the Hebrew word ‘Orah’ which is sometimes referred to as ‘divine wisdom’. The English word is ‘aura’. The function of this divine wisdom is to illuminate. Darkness in Genesis is linked to chaos and emptiness. God brings light into the world. Although God created the darkness he is seen to dwell in light. Psalm 27 talks about God being the light of the righteous and in Psalms 44 and 89 light ‘shines from his face’. Throughout the Old Testament, light is regularly associated with God, his word and goodness. Light is a key symbol in Jewish practice. The Ner Tamid or eternal light burns in every synagogue in front of the Ark. It reminds the congregation of the holiness of the Torah scrolls and reflects God’s eternal presence. Light also plays a key role on Shabbat. On Friday evenings in a Jewish home the mother or senior woman of the house welcomes in the Shabbat with light. During the service Jews thank God for creating the light and Shabbat ends with the ‘Havdalah’ or separation from the light. Quotations from JudaismThe creation story in Genesis describes how God said, ‘Let there be light, and there was light, and the light was separated from the darkness.’ (Genesis 1:3)‘He reveals deep and hidden things; he knows what is in the darkness, and the light dwells with him.’ (Daniel Chapter 2:22)‘You are my lamp, O LORD; the LORD turns my darkness into light.’ (2 Samuel 22:29)‘Send forth your light and your truth, let them guide me; let them bring me to your holy mountain, to the place where you dwell.’ (Psalm 43:3)‘May your eyelids look straight before you‘May your eyes be enlightened by the light of the TorahAnd may your face shine like the brightness of the firmament.’ (The Talmud)ChristianityWith its roots firmly in the Jewish tradition, Christianity also uses light to symbolise the divine.In the Old Testament the Jewish people had long believed in this spirit as God’s power at work in the world. It was ‘Life Giving’. The Hebrew word ‘Ruach’ and Greek work ‘pneuma’ mean breath or spirit and refer to the life giving breath of God: God giving life, illuminating and inspiring every human being. ‘He who created the heavens and stretched them out, who spread out the earth and all that comes out of it, who gives breath to its people, and life to those who walk on it.’ (Isaiah 42:5-7)The following Christian hymn written by Edwin Hatch in 1878 tries to explain this concept:Breathe on me, Breath of God; fill me with life anew,That I may love what Thou dost love, and do what Thou wouldst do.Breathe on me, Breath of God, until my heart is pure,Until with Thee I will one will, to do and to endure.Breathe on me, Breath of God, till I am wholly Thine,Until this earthly part of me glows with Thy fire divine.Breathe on me, Breath of God, so shall I never die,But live with Thee the perfect life of Thine eternitySometimes the spirit of God is also called the Holy Ghost, coming from the Old English word ‘Gast’ or ‘ghost’. To be filled with the Holy Ghost is to be filled with the power and inspiration of God. Christians, like Jews, believe in one God but the Christian doctrine of the Trinity speaks of God as three in one: God as Father, Son in Jesus Christ and Holy Spirit. Jesus is regarded as the incarnate Word of God, who has come as the light that enlightens all people. St John Chapter 1:4 explains that those believing in him will no longer be in darkness.‘What has come into being in Him was life and the life was the light of all people.’ St John’s Gospel goes on to say that John the Baptist ‘was not the light’ but came to testify to the light’. God is regarded as pure light, not mixed in any way with evil or hatred. February 2nd is known to Christians as ‘The Feast of Candlemas’ or the ‘Presentation of Christ in the Temple’. It records the event in St Luke’s Gospel chapter 2:32 when Mary and Joseph took the young baby Jesus to the temple forty days after his birth for the ‘redemption of the firstborn’ and Mary’s ‘ritual purification after childbirth’. They meet the old man Simeon who had been promised that he would not die until he had seen the Messiah.St Luke quotes Simeon as saying: ‘Lord, now lettest thou thy servant depart in peace, according to thy word:?For mine eyes have seen thy salvation, Which thou hast prepared before the face of all people; A light to lighten the Gentiles, and the glory of thy people Israel.’ The candle as a Christian symbol represents the illuminating ‘Light of God’ – the light dispelling the darkness of the world. Jesus is for Christians ‘The Light of the World’. Holman Hunt and other famous artists have painted images of Jesus as this ‘Light of the World’.The image above is of a Paschal candle. This is a special candle used during the Easter season in some Christian churches to symbolise the resurrection of Jesus from the dead. It is used in Orthodox, Roman Catholic and many Anglican churches on the Saturday night before Easter Day, or early on Easter morning. The service is called the Easter Vigil, and for Christians the paschal candle symbolises that Jesus was victorious over death – a light entering the darkness of the world. ‘A light to lighten the gentiles’. The darkness represents the world without God, and the candle is the light of God returning because of Christ's resurrection. The Easter Vigil opens with the ‘Service of Light’ in which a Paschal candle lit from a new fire is acclaimed ‘The Light of Christ’. The candle is then taken in procession into the darkened church and members of the congregation light smaller candles from the large one to symbolise Jesus’ power over death and darkness. The Paschal Candle, with the candles held by the individual worshippers, illuminates the church. A Paschal candle is usually decorated with the Greek letters Alpha and Omega, which represent the beginning and the end of time. The letters are the beginning and the end of the Greek alphabet. It also has a cross, which recollects that Jesus was crucified. Into the cross symbol are pressed five nails which are special incense grains representing the five wounds in Jesus’ body made by the nails and the spear. There is also the date of the current year. This shows that Jesus is still present for Christians today.This candle is then used at baptisms and funerals throughout the year. Some Paschal candles have very elaborate decorations. St. Paul also talks about this ‘Spirit of God’ in 1 Corinthians12:4-10 and Romans12:3-8. He refers to the gifts of the spirit as:Faith DiscernmentWisdom Knowledge Interpreting strange languages (speaking in tongues) Healing ProphecyMiraclesIn Galatians 5:22 we also hear of the fruits of the spirit:Love Kindness Peace JoyGoodnessSelf-controlPatienceFaithfulnessGentlenessQuotations from the New TestamentOpening of St John’s Gospel: ‘This man came as a witness, to bear witness to the light, so that all men might believe through Him.’ (John 1:7) ‘Then spoke Jesus again unto them saying, ‘I am the light of the world: he that follows me shall not walk in darkness, but shall have the light of life.’ (St John 8.12 )‘I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life.’ (John 8:12 )‘Through him all things were made; without him nothing was made that has been made. In him was life, and that life was the light of men. The light shines in the darkness, but the darkness has not understood it.’ (John 1:3-5)IslamThe idea of Light (nor) is very important in Islam. Allah likened himself to light in the chapter of the Holy Qur’an called al-Nur which means ‘Light’. It is the 24th Sura. In it Allah declares that he is the light of the heavens and the earth (Al-Nur 24:35).Allah is shown to be the perfect light, free from defects. The Qur’an shows this divine nature as light which helps people follow the right path. The main role of the prophets was to guide people from the darkness of the world to the Light of Allah.Titus Burckhardt wrote, ‘There is no more perfect symbol of the Divine Unity than light. For this reason the Muslim artist seeks to transform the very materials he is fashioning into a vibration of light. It is to this end that he covers the interior surfaces of a mosque, palace, crafts and metal work.’Like most forms of Muslim art they are not purely decorative and useful. They reflect the fact that Islam influences every aspect of life and the importance of the Qur’an for Muslims. The Qur’an is the guidance for the whole of a Muslim’s life. Allah’s guidance is believed to shine through the Qur’an. Understanding the Qur’an brings one closer to Allah.Illuminating and beautifying things made by man, light is thought to be a link between the Divine and humankind. It reflects Allah’s omnipotence, perfection, beauty and infinity. Everything depends on this light for survival, guidance and salvation. The three forms of Islamic art are an expression of this unity.Quotes from Islam'God is the Light of the heavens and earth. His Light is like this: there is a niche, and in it a lamp, the lamp inside a glass, a glass like a glittering star, fuelled from a blessed olive tree from neither east nor west, whose oil almost gives light even when no fire touches it – light upon light – God guides whoever He will to his Light; God draws such comparisons for people; God has full knowledge of everything – shining out in houses of worship. God has ordained that they be raised high and that His name be remembered in them, with men in them celebrating His glory morning and evening.' (Qur'an 24: 35)HinduismHindu scriptures support the idea that God Almighty (Brahman) resides within all human beings as light.God is the source and the illuminator of all knowledge. Hence light is worshiped as if it was God himself. In Hinduism light symbolises knowledge while darkness represents ignorance. Knowledge removes ignorance just as light removes darkness. The Hindu ceremony of ‘Arti’ is often called the ‘Ceremony of Light’. The priest prepares a tray with a lamp made from ghee-soaked wicks. At the end of the puja (prayer ritual) the priest lifts the lamps to the deity moving it in a circle. The term ‘Arti’ also refers to the prayer sung in praise of the Deity while the wicks are waved. After the short prayer, the arti lamp is passed around the congregation so that everyone may receive the light by passing their hands over the flame and then their face and hair. The blessing, conveyed from the deities to the flame, has now been passed on to members of the congregation. This arti ceremony usually takes place five times during the day at large Hindu mandirs (temples). Most Hindu homes will also have an altar where God is worshipped each day. A lamp is lit daily before this altar in almost every Hindu home. In some houses it is lit at dawn; in some, twice a day – at dawn and dusk – and in others it is maintained continuously. All main occasions begin with the lighting of the lamp, which is often kept burning right through the ceremonies.Many festivals in Hinduism reflect the idea of light overcoming darkness. For example, the festival of Diwali celebrates the victory of light over darkness and knowledge over ignorance. The light of higher knowledge dispelling all ignorance. Diwali falls between October and November and lasts for five days. Quotes from Hinduism‘From the unreal lead me to the realFrom the darkness lead me to the light.From death lead me to immortality.’ (The Upanishads)‘O Creator of the universeSend us your purifying lightAnd lead our thoughts in your ways.’ (The Gayatri Mantra)‘May the eternal light of the Creator enlighten and purify our minds and hearts.’ (The Gayatri Mantra)‘Let us meditate on the Divine Source of lightMay it illuminate our thoughts and prayers.’ (The Gayatri Mantra)SikhismThe Sikh Holy book, the Guru Granth Sahib, makes frequent reference to the human encounter with a divine light: ‘God, being Truth, is the one Light of all’. It also makes it clear that this divine light can be found within one's self. Sikhs believe that the Creator's radiance illuminates each and every soul when the spirit enters the body at birth. This illumination they see as embodied in Guru Nanak and manifests itself in each of the succeeding Gurus and forever resides with the Sikh scripture, the Guru Granth Sahib.The word Guru is composed of two terms. ‘Gu’ meaning Darkness and ‘ru’ meaning Light. God is known as Wahe – Guru (wonderful Lord) or Sat Guru (true teacher) – the perfect Guru who leads people from darkness to light. The word 'Guru' is very important in Sikhism. It is defined as the light that dispels all darkness, and that is called ‘Jot’ (Divine Light). Jot comes from the Sanskrit word jyotis meaning light and refers to the lustre of spiritual light. Sikhs believe that all of the Gurus were inspired and guided by God. The Sikh religion had ten human Gurus:Guru Nanak (1469-1539) Guru Angad (1504-1552) Guru Amardas (1479-1574) Guru Ramdas (1534-1581) Guru Arjan Dev (1563-1606) Guru Hargobind (1595-1644) Guru Har Rai (1630-1661) Guru Harkrishan (1656-1664) Guru Teg Bahadur (1621-1675) Guru Gobind Singh (1666-1708) In 1708 Guru Gobind Singh made it clear that after his death the Adi Granth (the first Sikh writings) would become the future spiritual Guru to guide Sikhs in their belief. It would be filled with the same ‘Jot’ that had inspired the human Gurus. These writings are now in what Sikhs call ‘The Guru Granth Sahib’.The Sikh place of worship is also called The Guru warda.Upon departure of the soul from the body at death Joti Jot – the radiance – returns to merge with creator's light.Quotes from Sikhism‘Your Light is the light in all beings, O Creator. All Your Expanse are True.’ (Guru Granth Sahib 1314) ‘Recognise the Lord's Light (Spirit) within all, and do not consider social class or status; there are no classes or castes in the world hereafter.’ (Guru Granth sahib 349)‘The stars which are seen in the sky - who is the painter who painted them?Tell me, O Pandit, what is the sky attached to? Very fortunate is the knower who knows this.?The sun and the moon give their light; God's creative extension extends everywhere.?Says Kabeer, he alone knows this, whose heart is filled with the Lord, and whose mouth is also filled with the Lord.’ (Guru Granth Sahib 329)‘The Eternal Light indwells in the human mind, and the human mind is the emanation of that light’ ‘The best light is the Light of God in the heart.’ (The Adi Granth)‘Within every body is the Lord hidden; Within every body is His light.’ (The mystic teachings) BuddhismBuddhists do not worship the Buddha in the same way as other faiths worship God. The Buddha is regarded as great teacher or a friend. He is revered and held in deep affection. When Buddhists visit Buddhist shrines they take flowers and light candles and incense. These are viewed as gifts that you might take a friend.‘Reverencing the Buddha we offer candlesTo him who is the light, we offer lightFrom his greater lamp a lesser lamp we light within usThe lamp of Bodhi shining within our hearts.’The Dammapada, the sayings of the Buddha, which date as far back as the 6th century BCE, tell how ‘the brilliance of Buddha's light is measureless.’ The ‘Enlightened Teacher Buddha’ has ‘illuminated all nations with the bright light of the doctrine’. In a very famous passage from the Lotus Sutra, written around the 3rd century CE, we read that?the Buddha ‘emitted a light from between his eyebrows. This light illumined the eastern direction, eighteen thousand Buddha lands...One could see how these Buddha lands adorned with numerous jewels, shone with hues of lapis lazuli and crystals, was due to the illumination of Buddha's light.’Buddhist Quotes‘May I be a lamp for those in darkness,a home for the homelessand a servant to the world.’ (The Bodhicaryavatara)‘Sit in the world, sit in the darksit in meditation, sit in lightchoose your seatlet wisdom grow.’ (The Dhammapada)‘As the moon slips from behind a cloudand shinesso the master comes out from behind his ignorance and shinesThis world is in darknesshow few eyes to seehow few the birdswho escape the net and fly to heaven.’ (the Dhammapada)‘But the wise man, following the way,crosses over, beyond the reach of death.He leaves the dark wayfor the way of light.’ (the Dhammapada)Teaching ValuesSometimes our pupils lose their way in life. Winning in the Game of Life helps them on their quest to achieve spiritual fulfilment and will enable them to consider what sort of person they are and what indeed they could become. To create a place where pupils can flourish it is vital that the school has a shared vision with shared values. For church schools and those with a faith foundation these should include the values from their religious teachings and scriptures. The following values might be used to support the Winning in the Game of Life programme and underpin the school’s ethos.LoveDignityIntegrityLoyaltyCo-operationEnduranceBraveryThankfulnessUnityServiceWisdomPeaceToleranceCompassionGreatnessTruthStewardshipUnderstandingTemptationHumilityFriendshipSacrificeSupportHealingForgivenessCompanionshipHonestyCourageRiskPatienceCommitmentRelationshipReconciliationReverenceAcceptanceWonderFaithJusticeCharityRespectHopeFellowshipUniquenessInspirationEqualityCreativityHappinessJoyGentlenessDedicationEncouragementAppreciationWinning in the Game of LifeAdditional Material to SupportBritish ValuesForewordIn November 2014 the Department for Education published departmental advice for maintained schools in England: Promoting fundamental British values as part of SMSC in schools.This supplementary material has been written to help teachers following the ‘Winning in the Game of Life’ programme to note opportunities that the programme offers to develop work on British values. February 2016Introduction‘Promoting fundamental British values as part of SMSC in schools’ The DfE document states that:‘All maintained schools must meet the requirements set out in section 78 of the Education Act 2002 and promote the spiritual, moral, social and cultural (SMSC) development of their pupils. Through ensuring pupils’ SMSC development, schools can also demonstrate they are actively promoting fundamental British values. Meeting requirements for collective worship, establishing a strong school ethos supported by effective relationships throughout the school, and providing relevant activities beyond the classroom are all ways of ensuring pupils’ SMSC development. Pupils must be encouraged to regard people of all faiths, races and cultures with respect and tolerance. It is expected that pupils should 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. The school’s ethos and teaching, which schools should make parents aware of, should support the rule of English civil and criminal law and schools should not teach anything that undermines it. If schools teach about religious law, particular care should be taken to explore the relationship between state and religious law. Pupils should be made aware of the difference between the law of the land and religious law.’ It goes on to say that:‘Schools should 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. Actively promoting the values means challenging opinions or behaviours in school that are contrary to fundamental British values. Attempts to promote systems that undermine fundamental British values would be completely at odds with schools’ duty to provide SMSC. The Teachers’ Standards expect teachers to uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. This includes not undermining fundamental British values.’ Spiritual, Moral, Social and Cultural Development in SchoolsIn January 1993 Professor Stewart Sutherland wrote the following statement:‘The account we give of spiritual development will, in the end, have to do with our understanding of what it is for a human being to flourish. One’s view of the spiritual development of pupils will, in the end, be based upon one’s view of what human beings are and what they might be’. Professor Stewart Sutherland The Ofsted Framework 2015The ‘Winning in the Game of Life’ programme helps schools meet the following criteria from the Ofsted Framework:Spiritual Development is regarded by Ofsted as a key component of the school’s curriculum. The spiritual development of pupils is shown by their: Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and valuesSense of enjoyment and fascination in learning about themselves, others and the world around themUse of imagination and creativity in their learningWillingness to reflect on their experiences.The moral development of pupils is shown by their:Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England Understanding of the consequences of their behaviour and actionsInterest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.The social development of pupils is shown by their:Use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgroundsWillingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectivelyAcceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.The cultural development of pupils is shown by their: Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of othersUnderstanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern BritainKnowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop BritainWillingness to participate in and respond positively to artistic, musical, sporting and cultural opportunitiesInterest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.Ofsted examines:Types, rates and patterns of bullying and the effectiveness of the school’s actions to prevent and tackle all forms of bullying and harassment, including cyber-bullying and prejudice-based bullying related to special need, sexual orientation, sex, race, religion and belief, gender reassignment or disability.The views expressed by pupils and different groups of pupils on behaviour and safety, respect for and courtesy towards others and their views on harassment, racism, homophobia and different types of bullying.The extent to which pupils are able to understand and respond to risk, for example risks associated with extremism, new technology, substance misuse, knives and gangs, relationships (including sexual relationships) water, fire, roads and railways.Pupils’ respect for and courtesy towards each other and adults and their care for school facilities as shown by their behaviour around the school.The school’s response to any extremist behaviour shown by pupils.The Effectiveness of Leadership and ManagementIn making this judgement in schools, inspectors will consider the following points:Whether leaders and governors have created a culture of high expectations, aspirations and scholastic excellence in which the highest achievement in academic and vocational work is recognised as vitally importantWhether leaders have the highest expectations for social behaviour among pupils and staff, so that respect and courtesy are the norm The design, implementation and evaluation of the curriculum, ensuring breadth and balance and its impact on pupils’ outcomes and their personal, development, behaviour and welfareHow well the school prepares pupils positively for life in modern Britain and promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect for and tolerance of those with different faiths and beliefs and for those without faithHow well leaders and governors promote all forms of equality and foster greater understanding of and respect for people of all faiths (and those of no faith), races, genders, ages, disability and sexual orientations (and other groups with protected characteristics), through their words, actions and influence within the school and more widely in the communityThe effectiveness of safeguarding The effectiveness of leaders’ and governors’ work to raise awareness and keep pupils safe from the dangers of abuse, sexual exploitation, radicalisation and extremism and what the staff do when they suspect that pupils are vulnerable to these issues.‘Winning in the Game of Life’ can offer a positive contribution to help schools meet the requirements of the Ofsted framework. The pilot programme 2014-15 resulted in the following evaluative comments from schools and pupils:Greater understanding of themselves and their valuesImproved attitudes to learningImproved behaviourImproved standards of achievementAbility to relate to each otherAbility to show respect to each otherAbility to adapt to a range of social contextsAbility to work in a teamAbility to resolve conflictsGreater understanding of responsibilityGreater understanding of religious and racial harmonyThe programme is flexible enough for schools to include their own core values as part of the programme. It also supports the philosophy behind the 5 key British values:The rule of law Individual libertyMutual respect Tolerance DemocracyBritish Values and Winning in the Game of LifeThe programme does not specifically refer to British Law and British Institutions but the additional materials in this booklet will address this.The following links give teachers guidance on how to integrate the British values.The DfE document states that through their provision of SMSC, schools should: Enable students to develop their self-knowledge, self-esteem and self-confidence Lessons 1/2 and following ffEnable students to distinguish right from wrong and to respect the civil and criminal law of EnglandLessons 1 ffEncourage students to accept responsibility for their behaviour Lesson 3 ffShow initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely Lessons 10/11Enable students to acquire a broad general knowledge of and respect for public institutions and services in EnglandFurther tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures Lesson 10/11Encourage respect for other people Lesson 10 ffEncourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England Lesson 12The list below describes the knowledge and understanding expected of pupils as a result of schools promoting fundamental British values.An understanding of how citizens can influence decision-making through the democratic process Lesson 12An appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety Lesson 10 An understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence An understanding that the freedom to choose and hold other faiths and beliefs is protected in law Lesson 6An acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour Lesson 11An understanding of the importance of identifying and combatting discrimination Lesson 12Additional Material to Support British ValuesIntroductory Lesson Watch the first part of the video and then pause. Discuss the character of Ari with the pupils:Is he showing respect?Do you think you could like this young man?Would you want him to be your friend?If not, why not?Is he quick to make judgements?Are we quick to make judgements about his character by his behaviour?Do people judge us by our behaviour?Consider the following word pairs:rude / polite bored / interestedrespectful / dismissivearrogant / humbleaggressive / calmangry / peacefulhurtful / kindlost / foundsad / happyfrustrated / fulfilledOn one side there are negative behaviours, on the other positive. Which describe Ari? Can you add any more?Create a large cut-out of Ari and attach the words which best describe him.Now have a think for a moment and consider which words might describe you. What sort of world would it be if we were all like Ari?Most of us have times when we get angry or show negative behaviours.Look at the image below. It shows a dark cellar with steps leading into the light.Sometimes our behaviour makes us feel as if we are down in a cellar and it’s hard to climb out.Can you think of times of darkness in your own life? Talk about how you felt. Lesson 1: Life is like a gameThis lesson looks at games having rules and can be linked to the rule of law and rules that keep us safe.What would it be like if there were no laws? Imagine if everyone could speed on the roads or steal. What sort of country would this be?Every society has created its own laws to enable people to live in harmony and get along with each other.Consider examples such as:The 10 CommandmentsJewish MitzvotThe Magna CartaLesson 2: Spiritual fulfilmentDeveloping pupils’ self-esteem and self-confidence by exploring their goals.Lesson 3: Spiritual lightAsk the pupils to see if they can see a change taking place in Ari. They may want to reconsider their original cut-out with his characteristics.Include other values / spiritual light qualities such as: tolerant, forgiving, respectful, patient, peaceful, humble.Lesson 4: I am a key playerMy light qualities / values. Ask pupils to add their ideas.Lesson 5: My opponentLink with Ari’s changing personality. Consider which side Ari was on when we first met him. Was he listening to his opponent voice? Link back to his negative characteristics. Was he in a dark place? Was he in the cellar?Lesson 6: My choicesExplore freedom of choice and individual liberty. Link to getting along with others.Lesson 7: Making an effortLink with the 5-point Behaviour Scale: Use the stair image to place aspects of behaviour on the stairs:Ready to explode with angerGetting AngryIrritatedDoing OKI’m feeling greatConsider how hard it can be to climb stairs and that it may take some effort.Lesson 8: The four-step formulaDiscuss how we might control our feelings: darkness into light – negative into positive. Lesson 9: The power of sharingThis can be extended to look at the wider community and how important it is to share, e.g. charitable giving or working for the common good.Lesson 10: How to shareConnecting with others. To understand how we can contribute positively to the lives of those living and working in the locality of the school and to wider society.Lesson 11: We are all connectedReflecting on human dignity. An acceptance that other people with different faiths or beliefs to oneself (or with none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour.Lesson 12: Change begins with meMy life, my community and my world. In this lesson it is possible to encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England. Help pupils understand how each person can influence decision-making through the democratic process.The final lessonDo you think Ari has changed?How do you think Ari has changed?What do you think he has learnt about himself?What has he learnt about spiritual light qualities?Is he a better person?Would you like to be his friend now?Follow-up ActivityA New BritainLook at some newspaper headlines about Britain and the world.Consider what someone from another planet might think.Imagine that we could start again. What type of society would you like to see?Create your own society.Write a list of values / spiritual light qualities that you would like to see in your new community. Write some new laws and a list of values.Create a class collage as to what this ‘new Britain’ might look like.How can we begin to put our ‘new Britain’ values into practice today? ................
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