Individual Liberty

Individual Liberty is the right to make our own choices, as long as they do not impact the rights of others. Each class explored this in a meaningful way. 

Click below to find out how each phase explored this important theme.

Olympus

Olympus learnt about Individual Liberty with activities to develop confidence to say what they believe in and voice our opinions. They shared what they are proud of including resilience in martial arts, learning to ride a bike and our families.

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Key Stage One

The children then illustrated the different choices they had made throughout the day, reflecting on the importance of personal decision-making. To celebrate what makes each of us unique, they held a special show and tell, where the children shared items that represented their individuality, sparking wonderful discussions about our diverse interests and experiences.

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Ben Hope explored individual liberty in the context of the choices we and other people might make with the freedom they have. We discussed how some people make good choices and some make bad choices. The children all agreed they were glad to live in a country where they are free to make these choices for themselves.

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Lower Key Stage Two

We learned about individual liberty and its importance at school and home. They discussed different scenarios and made decisions about the best actions to take. The children listed the choices they make daily and their favourite things in life, celebrating their individuality. They then expressed their creativity through colouring and designing their own masks. It was a fun and reflective session!

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Upper Key Stage Two

In UKS2, we discussed the value of liberty and the importance of each of the points on the UN's Human Rights Charter, highlighting how priviledged we are in our country to be able to take these rights for granted. The children took each of the rights in turn and discussed their relative merits before placing them in order of importance within their groups. Finally they selected one right that they felt was the least valuable and shared their reasoning with the rest of the class. In year 5, the general consensus was that the right to possessions was least important, as they could see more value in the protections offered by the other rights. Year 6 were more divided, but our decision came down to a choice between Care and Happiness, as many felt that humans are inclined to instinctively offer those and it didn't need to be a right, and Freedom of Movement which many felt was something they could live without as they have so much to offer in their own country.

Human Rights

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