Peace & Social Justice
Transform Trust Statement of Position on the Israel-Hamas Conflict
We understand that the news of the ongoing conflict in Gaza is extremely upsetting, particularly for our children, families, and colleagues with connections to the area. Our thoughts are with all those suffering at this time, here and overseas, and we stand together as we pray for peace.
As educators and guardians of young people, it is our moral and legal* duty to provide an inclusive and nurturing learning environment where everyone feels safe and has a sense of belonging.
* Equality Act Public Sector Equality Duty Schools and colleges, along with all public institutions, have a legal duty to eliminate discrimination, harassment and victimisation, advance equality of opportunity and foster good relations.
Our children are agents of change, and in partnership with our parents and carers, we are helping them to become charitable, global citizens and community-minded people. We will always do what we can to support humanitarian aid causes across the world to help any child who is suffering.
It is our responsibility to help our children understand, process and formulate their views on important issues without prejudice or bias. In doing so, we cannot ignore the scope and seriousness of the situation in Israel and Palestine and the complexities involved. Adults and children hold a wide range of beliefs and, in discussions on conflict, we need to take an approach that allows all children to engage and benefit.
Here, as ever, our values of inclusivity and kindness prevail as we support our children and encourage our communities to promote peace, compassion and kindness.
We won’t tolerate any form of hate, discrimination or harassment.
What to do if your children are worried:
Within school, our children know they can always talk to a trusted adult about any worries or concerns they may have, and parents and carers can speak to our Pastoral support team.
Reporting any form of harassment:
If any member of our family community experiences harassment outside of school, we encourage them to report it via the appropriate channels and seek support.
Here are some useful links:
https://www.educateagainsthate.com
Advice for parents:
https://www.educateagainsthate.com/category/parents/safeguarding-advice-and-support/
https://www.gov.uk/report-hate-crime
Welcome to the page for our topic ‘Peace and Social Justice’, or as the children may know it by ‘Peace and Conflict’. All year groups may have their own topic name based around this whole school theme.
The Peace and Social Justice team is jointly led by Mrs Bass and Mrs James and also includes Mrs Garrett and Mr Hillier.
Our intent at Parkdale is for our children to have an understanding of the world in which they live in. We want our children to be able to understand and talk about past and present events, not only in their own lives but also from around the world. The children at Parkdale will leave our school with a deeper understanding of how events fit together to tell the story of our past.
The ‘driver’ values for this theme are:
- To develop the skills of cooperation and conflict avoidance or resolution
- To understand that important lessons can be learnt from History
- To develop a love for historical enquiry and thinking
- To develop a sense of fairness and an appreciation of justice
A more detailed breakdown of our main curriculum drivers involved in this topic are:
Early Years – understanding the world – people and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
Key Stage 1 (NC 2014 Equivalents) –significant people and chronology * how we know about the past * significant periods, events and chronology, events beyond living memory * comparison with now * events within living memory * personal and family history * historical research skills
Key Stage 2 (NC 2014 Equivalents) – use fieldwork * study an aspect that links events * conduct a local history study * understand that movement of people is associated with historical change * assimilate information and views from a range of sources * select and organise information * ask and devise questions * note connections, contrasts and trends
Documents
Subject Review
Gallery of Learning
Pride Month
June is Pride Month. At Parkdale, we have a very diverse community that includes all permutations of family arrangements,.We also have children who are beginning to identify or experiment with different gender/relationship characteristics, some at a surprisingly young...
Community Action Week – a Teaser
Across the Transform Trust, the week beginning the 12th of June is the annual Community Action Week. All schools are encouraged to give something back to their ciommunities. This year, we really intend to go for this in a big way. Watch out for plans to support our...
Turkey-Syria Earthquake Appeal
You will be aware of the catastrophic earthquake that has hit parts of Turkey and Syria, bringing thousands of deaths and casualties and unimaginable hardship and suffering for people there. We would like to encourage contributions to the Disasters and Emergencies...
Voting and phonics in R Bay
Today we used our super phonics knowledge to vote! Which would you choose; a duck or a hen?
The World Cup
From Mr Hillier The World Cup is looming. Although, as a massive fan of cricket as well as football, I would also point out that the World Cup (T20) is nearing it's conclusion. What a final Sunday's match in Melbourne between England and Pakistan, two fantastic teams,...
Christmas Card Alternatives
It may only be the first of November, but doubtless many families will be starting to think about Christmas. One thing we would like to do is to take the pressure off families to send Christmas cards to every classmate. We know this can be a stress and there's an...
Year 3 Sponsored Walk
Year 3 completed a sponsored walk as part of their campaign for our Peace and Conflict unit.The children had spent time learning about the HUGE chairty, which stands for Helping UGanda Educate. This has been set up to make a difference to children in...
Refugee Donations
In Year 5, we have been learning all about the refugee crisis in Syria and as a result are campaigning for donations to donate to Refugee Roots and NNRF. Please see below for the list of donations and bring into school by Friday the 15th of July! Thank you for your...
Collaborative writing using digital tools
https://twitter.com/Jen_Hinton5/status/1524110740659093509?s=20&t=dNujwda-3UlvTrK9jAABww
Lovely Feedback!
Some nice feedback from a provider on the Year 5 Residential here. This is your school, your children and it would be the same whatever year group. Great to see the core values of our curriculum being 'lived'. I found your school an inspiration. In two principal...