• To understand and respect the democratic process.

School Council begins with an election process. Every class votes for an elected representative to stand on the council. School Council will discuss and issues raised, organise charity days, special assemblies and prefect roles and responsibilities. In addition, School Council will lead particular projects such as Eco-Schools, selling poppies etc.

Annual pupil survey aimed to highlight the pupil voice.

• Ability to recognise the difference between right and wrong.
• Encourage children to accept responsibility for their behaviour, show initiative.
• Understand how one can contribute positively to the lives of those living and working in the local area. 
• To understand that living under the rule of law protects them and is essential for well- being and safety.

Using the Behaviour Code children become increasingly aware of their responsibilities both as individuals and to the wider school community.

Police and fire service to speak to the children during assemblies ensuring an increased understanding of anti-social behaviours in the children that leave Fleetdown. As a result, children will become better equipped to deal with the peer pressures of secondary education.

• To understand rights and responsibilities.

• Children will have developing awareness of needs, views and feelings and be sensitive to the needs, views and feelings of others through the implementation of the school’s Behaviour Code. Raffle tickets and Alien Points are used daily to reinforce positive behaviour.

• During PSHE Circle Time discussions, children discuss with their peers the concepts of rights and responsibilities.

• Children to be reflective about own beliefs showing respect for different people’s faiths, feelings and values.
• Children investigate and offer reasoned views about moral and ethical issues and being able to understand and appreciate the viewpoints of others.
• Use a range of social skills in different contexts, including working and socialising with pupils from different religions, ethnic and socio- economic backgrounds.
• Participate in a variety of communities and social settings, cooperating well with others.
• Children understand, accept, respect and celebrate diversity.

• Children respond positively to the diversity and similarity of individuals and groups, including questioning stereotypes. 
• Children have a positive self-image and show that displays self-confidence 

• Guest speakers invited in to talk about Diwali, Ramadan etc. 
• Children sharing experiences of different festivals. 
• To understand beliefs and teachings. 
• To understand practices and lifestyles and explore family routine and customs.
• To talk about similarities and differences between families, communities and traditions. 
• Visits to different places of worship. 

• To understand the French culture.
• To know the similarities and differences between themselves and other families, communities and traditions.

• To investigate and interpret the past and appreciate their British heritage. 
• To build an overview of world history. 

• To map where communities live and are from.
• To compare the local area with countries across the globe.