What is Courageous Advocacy?
'Courageous advocacy', enables pupils and our school community to develop a greater awareness of the challenges others face in life and how they, as individuals, can support causes and make a difference in our school community, local community and further afield.
Courageous advocacy is defined by the Church of England as “the act of speaking out against an
issue of injustice, often on behalf of those whose voice is not heard.”
How does the theologically rooted Christian vision enable positive relationships that balance individual freedom and rights, with responsibility towards others?
The Christian vision based on the parable of the sower at Calverley CE Primary School fosters positive relationships by nurturing a sense of responsibility toward others while valuing individual rights and freedoms. Through initiatives like 'Picture News,' pupils learn about global injustice and are inspired to act, such as supporting local food banks. The school empowers children to lead in promoting diversity, sustainability, and mental health, with prayer and reflection reinforcing empathy for others. This vision is embedded in the curriculum, encouraging respect for different cultures, religions, and family structures. Staff lead by example, actively participating in charitable causes, further reinforcing the balance between individual advocacy and collective care. The school environment, policies, and activities are designed to challenge stereotypes, celebrate diversity, and ensure that all children flourish, promoting equality, dignity, and mutual respect. This holistic approach nurtures a caring, inclusive community, helping pupils grow into compassionate, responsible individuals.
How does this culture encourage justice and courageous advocacy, enable pupils to make ethical choices and to be agents of change?
The culture at Calverley CE Primary School encourages justice and courageous advocacy by engaging pupils in activities linked to Christian values such as service, peace, and compassion. Pupils are empowered to make ethical choices through hands-on projects like litter-picking, peace storytelling, and fundraising for chosen charities. By organising events such as Remembrance services, food collections for the Trussell Trust, and community appreciation initiatives, children actively contribute to their community and learn the importance of advocacy. These activities allow pupils to develop a strong sense of responsibility, respect, and empathy, aligning with the school’s mission to challenge stereotypes and promote justice while encouraging them to be agents of positive change in society.
As an outworking of the theologically rooted Christian vision, what partnerships are important to the school? How do they impact positively and reciprocally on people’s lives?
The parable of the sower, symbolising growth and nurturing, underpins the fostering of meaningful partnerships that positively impact lives both inside the school and outwardly in the wider community. The school’s engagement with the local community through events like parent workshops, stay-and-play mornings, and family events nurtures relationships, much like the seeds sown in good soil. Partnerships with local residential homes, such as Leonard Cheshire Home, enrich the lives of residents through musical performances and partnerships like Go Wild Outdoors enrich lives through environmental education and community involvement. Volunteers and pastoral care support student wellbeing, while charity work promotes compassion. These partnerships, rooted in Christian values, positively influence the community and reciprocally benefit the school.
How do we Empower Children to Lead Their Own Advocacy Missions?
* Choose a Cause: Help children choose a cause they are passionate about (linked to a school value).
* Set a Goal: Define what they want to achieve (raising awareness, policy change, community involvement).Develop a Strategy: Create a step-by-step plan (e.g., writing letters, organising events, starting a petition).
* Take Action: Support children in taking the first steps.
| Year A | Linked Christian Value | Year Group | Advocacy Action |
| Aut 1 | Service | Year 2 | Create own prayer to share during Harvest Festival Service, collect and distribute food (foodbanks, Trussel Trust) |
| Aut 2 | Peace | Year 2 | Playground Stage Mural - celebrating God's creation of the natural world |
| Spr 1 | Creation and Creativity | Year 1 | Creating hedgehog houses and bird feeders |
| Spr 2 | Responsibility | Year 6 / Year 3 | Informative Railing Display, palm oil, consumer responsibility for the environment. Y3 would like to grow a simple kitchen garden with lettuce and radish to tie in with their Plants topic in Science. This would also provide fresh ingredients for our seasonal tarts in D.T. |
| Sum 1 | Creation and Creativity | Reception | Trip to Nell Bank linked to Book 'Tidy'. Litter picking, recycling, looking after our world. |
| Sum 2 | Perseverance | Year 4 | Sponsored Run in support of our selected charities |
| Year B | Linked Chrisian Value | Year Group | Advocacy Action |
| Aut 1 | Friendship | Year 3 | 'Frenchship' morning with Parkside - pupils teach words in French and then learn some simple Spanish. |
| Aut 2 | Respect/Reverence | Year 6 |
Plan and deliver the Remembrance Service in collaboration with the Church, inviting people from the wider community. Y3 Easter performance. |
| Aut 2 | Compassion | Year 5 | Organise toy appeal for Christmas (Autumn 2) |
| Spr 1 | Community | ||
| Spr 2 | Responsibility | Year 1 | Plant seeds/bulbs and be responsible for looking after them. |
| Sum 1 | |||
| Sum 2 |