National Curriculum (DFEE 1999)

For the first time the National Curriculum includes a statement of common values and fundamental principles underlying the curriculum, including valuing ourselves, our families and other relationships, the wider groups to which we belong, the diversity in our society and the environment in which we live, and reaffirming our commitment to the virtues of truth, justice, honesty, trust and a sense of duty – all of which are embodied in the Golden Rules of Quality Circle Time and reinforced by all the practical Circle Time structures and strategies. The National Curriculum has two interdependent broad aims: 1. The school curriculum should aim to provide opportunities for all pupils to learn and achieve. 2. The school curriculum should aim to promote pupils’ spiritual, moral, social and cultural development. These two aims reinforce each other and there is a clear commitment to the concept of the impact of PSD on the ability of pupils to learn and achieve. Key Stage One - During Key Stage One pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development.· They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well.· They have opportunities to show they can take some responsibility for themselves and their environment.· They begin to learn about their own and other people’s feelings and become aware of the views, needs and rights of other children and older people.· As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying.· They begin to take an active part in the life of their school and it’s neighbourhood. Key Stage Two - During Key Stage Two pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities.· They become more mature, independent and self-confident. They learn about the wider world and the interdependence of communities within it.· They develop a sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions.· They learn how to take part more fully in school and community activities.· face the changes of puberty and transfer to secondary school with support and encouragement from their school.· They learn how to make more confident choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist bullying.