Values based education
Values-based schools seek to promote an educational philosophy based on valuing self, others and the environment through the consideration of an ethical values vocabulary.
Values are principles that guide behaviour and choices. At Fielding, adults model values and give time for reflective practices. We believe that this empowers individuals to be effective learners and good citizens. The values that we teach help pupils develop their character, to know that individual differences should be valued, to be resilient, reflective, to have empathy and respect for one another.
Our Values-based education philosophy underpins our work to actively promote fundamental British values of democracy, individual liberty, mutual respect and tolerance of those from all faiths, backgrounds and cultures. A rounded programme of assemblies and events promote children's spiritual, moral, social and cultural development, enabling them to develop their own moral and ethical compass to guide what is right and what is wrong.
Our core values
We have four core school values that guide children's choices, behaviour and learning. These values are the basis of all our values teaching and will help children understand connected values.
Our core values are:
These values have been chosen by carefully observing and discussing which of our previous values have worked well and which ones would develop children the most morally and educationally.
How we teach the core values
Children in the early years start by focusing on just the core values. As pupils move through years 1 to 6 we begin to widen their understanding of each core value by connecting with similar values. The focus with every value is what the value looks like to us and how it looks in action. Teaching of values is cyclical. We return to each core value frequently to deepen understanding.
The value of sustainability also underpins our wider curriculum, this is weaved through our learning challenges in all age-groups.
Pupils in years 4, 5 and 6 work towards the Fielding Values Baccalaureate. To achieve this, pupils must demonstrate how they have used our four core values across the school, home and local & wider community. This empowers pupils to apply their learning about values in a range of ways and for these Values to further become part of their character.
There are four levels of the Baccalaureate:
- bronze, usually completed during year 4
- silver, usually completed during year 5
- gold, usually completed during year 6
- platinum, for those pupils who reach gold earlier and who wish to deepen or continue their application of our values to their lives
These levels give pupils opportunities to apply and sustain the values ethos and learning over a long period of time, in a range of situations. Pupils are required to complete task cards and provide evidence for the stages. They can choose how they collect and show this evidence. Success within each level is celebrated as part of our Monday school assemblies. Pupils receive a patch to wear on their school jumper, recognising their achievement.
Values Baccalaureate Task cards
Evidence should be submitted to your class teacher. In portfolio form (A folder or collection of work).
Fundamental British Values
Our MindUp curriculum teaches social and emotional learning skills that link cognitive neuroscience, positive psychology and mindful awareness training based on neuro-science. Pupils learn about the brain, their emotions and the benefits of reflective practices resulting in self-regulation of behaviour and the ability to mindfully engage in focused concentration required for academic success.
Find out more:
"Values and MindUp helps me to feel safer on the inside", Year 6 pupil