Catholic Social Teaching across the Curriculum at St John Plessington:
Catholic social teaching (CST) is rooted in Scripture and formed by the wisdom of Church leaders. It is our moral compass, guiding us on how to live out our faith in the world.
Our Mission as a school is focused on empowering an inclusive community, founded on Gospel values. Through our application of the seven principles of Catholic Social Teaching we aim to develop pupils' understanding of how the Gospel values are the golden thread which runs through all areas of the curriculum. We encourage all our students to experience dignity of work both through what we teach, and how we teach it. For each curriculum area their implementation of Catholic Social Teaching is summarised below.
Religious Education:
Dignity:
A key core principle in the Religious Education curriculum is the intrinsic dignity of all humans, the belief that we are all made in the image of God, Genesis 1:26-27. In the encyclical Fratelli tutti, Pope Francis wrote, ‘Fraternity necessarily calls for something greater, which in turn enhances freedom and equality,’ since the one who sees the other as a brother or sister sees in him or her a face, not a number.”
Solidarity:
“Solidarity is not optional, but rather a basic question of justice” Laudato Si - Pope Francis The content of the RE curriculum involves a consistent focus on showing respect to one another, a need to stand in solidarity with our brothers and sisters throughout the world, putting faith into action. Catholic Social Teaching is a call to live out the Gospel values in how we speak and act. Students study the importance of service through the work of organisations such as CAFOD and the SVP.
The Common Good:
One of the precepts of Catholic Social Teaching is the notion of the common good – common ownership, where people think and act in terms of community. “A community that knows how to give a voice to the voiceless is what we all need.” Pope Francis. The theme of community and community cohesion is a theme in both the Key Stage 3 and 4. The common good requires everyone's participation, teaching students what it means to be global citizens.
The Option for the Poor
“The preferential option for the poor is at the centre of the Gospel.” Pope Francis. A preferential option for the poor means that we think first about the needs of those who are the most vulnerable. The RE curriculum focuses on how God's love is for everyone. Liberation Theology, studied through all Key Stages, focuses on the need for orthopraxy over orthodoxy, a need for action against social injustice and inequality.
Peace
“Peace is an enterprise of justice,” Gaudium et Spes . The RE curriculum reflects the belief that peace is a collective pursuit, in our school, home and wider communities. At KS4 pupils investigate the changes brought about by the Second Vatican Council, which included a greater emphasis on inter - faith dialogue in order to build peaceful relationships. through open dialogue, across all faiths. The ‘Dialogue and Encounter’ units at KS3 allow pupils the opportunity to study other world religions.
Creation and environment
“A Christian who doesn't safeguard creation, who doesn't make it flourish, is a Christian who isn't concerned with God's work, that work born of God's love for us.” Pope Francis The theme of stewardship, reflected in Pope Francis’s encyclical Laudato Si, is a key focus when studying the Christian duty to care for the environment, our common home.
The dignity of work and participation
Church teachings uphold the dignity of work and participation. The human person should always come before the pursuit of profit. In KS4 we focus on St Paul's letter to the Corinthians where he describes the Church as the Body of Christ. He reminds us that we all have a unique role to play as Christ’s body now on earth. Through our work, we help others to learn and grow closer to God. Pupils understand themselves as ‘co-workers’ , who are working to build “a beautiful garden for the human family” , Pope Francis.
English:
Dignity:
Human dignity originates from God and is of God because we are made in God's own image and likeness (Genesis 1:26-27). Human life is sacred because the human person is the most central and clearest reflection of God among us. This is reflected throughout the English curriculum. In Key Stage 3 we develop an understanding of dignity through looking at the plight of refugees in "The Bone Sparrow," developing an understanding of the effect taking away a person’s dignity has on them. Connections are made throughout the Key Stages, as we develop an understanding of how to teach people with the decency and respect that typifies Christ’s teachings.
Solidarity:
Solidarity arises when we remember that we belong to each other. In “An Inspector Calls,” J. B. Priestley highlights the importance of collective accountability and the need to recognise the impact of our actions on others. As Inspector Goole says in the play “We are members of one body. We are responsible for each other.” Solidarity is explored in a way that solidifies the theme in the consciousness of our pupils, through the study of numerous pieces of literature. Jesus taught us that solidarity is sacred. Jesus himself took care of all around him, and he treated no one as less important or deserving than anyone else.
The common good:
We all make choices in life. In English we teach that if we choose to work towards the common good, then we develop the conditions necessary for everyone in society to thrive. Collective responsibility is highlighted by the way we set clear expectations, provide feedback, offer choices, promote reflection, and by modelling positive behaviour. It is also vital that we ensure students contribute to a school culture of collective responsibility. As it states in Philippians 2:4— “Let each of you look not only to his own interests, but also to the interests of others.”
The Option for the poor:
As Charles Dickens writes in “A Christmas Carol” “…many thousands are in want of common necessities.” This statement resonates as much today as it did in 1843. In English we teach about the plight of the refugees fleeing persecution and poverty, Victorian attitudes to the poor; and the effect poverty has on characters in numerous novels, texts and poems. Creating empathy for those in unfortunate circumstances is echoed in the Teachings of Jesus, who stated that “I was hungry and you gave me food, I was thirsty and you gave me something to drink, I was a stranger and you welcomed me, I was naked and you gave me clothing, I was sick and you took care of me, I was in prison and you visited me.”
Peace:
The war poets teach us about the futility of war and how we all ultimately yearn for peace. “Soldiers are dreamers; when the guns begin they think of firelit homes, clean beds, and wives.” (Siegfried Sassoon). War poetry, regardless of the era from which it originated, captures themes that carry across generations. It also seeks to create a new language, which our pupils use as a framework for understanding the need for peace. Peace should also be interpreted as the peace that knowing the Lord gives us. “Let the peace of Christ rule in your hearts, since as members of one body you were called to peace. And be thankful.” (Colossians 3:15).
Creation and environment:
Genesis 2:15 says “The Lord God took the man and put him in the Garden of Eden to work it and take care of it.” In English Year 7 learn about the environmental damage created by the production of palm oil. They create speeches that suggest ways that we can care for our planet as they take ownership of the issue and the possible solutions. Students are introduced to a variety of environmental campaigners as they learn to take responsibility for God's Earth. As Pope Francis states "I am with you because now more than ever, the future of us all depends on the present that we now choose. I am with you because the destruction of the environment is an offence against God,"
The dignity of work and participation:
Genesis 2:15 says “The Lord God took the man and put him in the Garden of Eden to work it and take care of it.” In English, Year 7 learns about the environmental damage created by the production of palm oil. They create speeches that suggest ways that we can care for our planet as they take ownership of the issue and the possible solutions. Students are introduced to a variety of environmental campaigners as they learn to take responsibility for God's Earth. As Pope Francis states "I am with you because now more than ever, the future of us all depends on the present that we now choose. I am with you because the destruction of the environment is an offence against God.
Maths:
Dignity:
In Maths we aim to foster a culture of shared collaboration within the classroom where all pupils are treated with the same respect and courtesy. During class discussions pupils show an appreciation for each other in terms of listening and respecting each others' contributions and having a consideration for different approaches to solving problems. It is important for the pupils to be able to showcase their work and have patience for each other when alternative answers are shared. Romans 12:10 "Love each other with genuine affection, and take delight in honouring each other…" Maths throughout the curriculum provides us with a way to understand patterns, to quantify relationships and predict the future. Maths helps us to understand the world and how it is interconnected.
Solidarity:
Solidarity is shown through Maths lessons through mutual support from the teacher to the learners and through peer support. Group work and engagement are embraced in the Maths lessons where it is an expectation that students will listen to each other and work together as a target towards achieving a common understanding of the main mathematical points. Maths aids us in problem solving and critical thinking - two essential skills in today's technology powered generation. Learning Maths opens up a world of opportunities and it is the foundation of many fields such as science, engineering, economics and computer science.
The common good:
The Christian ethos is at the heart of how we teach maths at SJP. Always faithful to Christ reminds us that we teach in a way that fosters the love of Christ and of the world whilst at the same time developing the confidence of students in their own skills and abilities. Proverbs 22:6 "Train up a child in the way he should go: and when he is old, he will not depart from it."
The option for the poor:
Psalm 41:1 "Blessed is the one who considers the poor." Through the maths curriculum and as citizens within the SJP community, the students are encouraged to always consider their own choices and the less fortunate - both within our community, our country and the wider world.
Peace:
Peace is a cornerstone of our faith and at the Eucharist we wish peace upon each other. Students are taught to respect and live out Christ's example in their lives in how they treat each other. We echo these principles in our Mathematics teaching. Romans 12:13 "May the God of hope fill you with all joy and peace as you trust in him, so that you may overflow with the hope by the power of the Holy Spirit".
Creation and environment:
Mathematics is a subject that requires logical thinking, problem-solving skills and discipline. As the learners navigate through the complexities of the maths it can be easy for students to feel overwhelmed or frustrated. Through our teaching we endeavour to create a warm and supportive atmosphere in which students can learn and interact with each other in an inclusive and collaborative way, this can be achieved through small groups or in partnerships with other students. One of the critical factors of maths in our daily life is that it establishes problem-solving abilities in people. Students become thinkers and problem-solvers by solving maths problems. Through regular and rigorous practice, the learners can become better thinkers to solve future issues of life.
The dignity of work and participation:
Micah 6:8 "To act justly, and to love mercy and to walk humbly with your God." Through the teaching of the Maths curriculum we pride ourselves in harvesting a culture where pupils have the right to be treated with dignity, respect and courtesy, recognise the values in their skills and abilities and free from unlawful discrimination. The structures of the numbers and forms allow the pupils to see the structures of numbers and patterns. Basic numeracy and maths for life skills allow the pupils to be more competent in basic skills regarding wages and salaries, taxes, earnings and set them up to have a balanced understanding for equality and dignity.
Science:
Dignity:
We often discuss topics that require us to understand and show dignity within the group. One key example of this is when we discuss the topic of stem cell research and organ transplants and donation. During these discussions we show respect for others beliefs and discuss why people from different backgrounds may hold a different belief to ourselves in these areas.
Solidarity:
In Science we often work in groups to complete difficult tasks and practicals. All students are aware that for their groups to succeed they need to show solidarity and support each other.
Students are expected to listen to others in the room and support each other in their understanding. One way this is achieved in Science is through building group answers, as a class we respect each other and develop each other's work, as we are one class with the same goal to deepen our understanding of the subject.
The Common good:
In Science we often share ideas in large groups or class discussion, taking into account others views and beliefs. We discuss the importance of all people being allowed to be involved, listened to and respected. We believe these discussions foster an appreciation of the need to be receptive to the views of everyone, encouraging productive, respectful dialogue.
The option for the poor:
One example of this is studying units like disease or lifestyles. Here we discuss how people who are less fortunate need our support in ensuring they live a full healthy life, such as charitable mosquito prevention in africa. We often ask students to think what barriers may exist for others in the world when discussing topics like these, and ask for suggestions on how we can best support others in our community and around the world."
Peace:
In Science we discuss the importance of collaboration with others, and how through communication and understanding we can improve the world we live in. This demonstrates to students the importance of peace and the impact peace has on theirs and others lives.
Not only is this topic specific, but also important for the school community, students are reminded to respect each other and discuss issues openly to avoid conflict.
Creation and environment:
In Science we discuss the importance of taking care of the environment around us.
One example of this is the discussions we have around energy use by humans, and how we as a community need to find alternative ways of energy production to save the resources we have as well as protect our planet for future generations. "In science we often look at real world problems, surrounding the environment and different populations around the world.
Furthermore, we discuss topics such as pollution and the effects this has on other humans, other animals and the wider environment.
Students have the opportunity to access multiple trips and workshops within Science, and are encouraged to take part in all additional enrichments on offer.
Students are reminded of the importance of their education, and how they must respect others rights to an education with dignity.
The dignity of work and participation:
In science all students are expected to participate in a variety of practicals, and activity based lessons, and all lessons are adapted to ensure all students can access them.
Art:
Dignity:
In Art teamwork is a key responsibility regardless of religion, culture, nationality, orientation or economic standing. Each young artist is unique and respected in the Art rooms. All talents are celebrated, encouraged and embraced. We look at a variety of cultures in KS3 and 4 to embrace our differences and develop an understanding of Artwork, cultures and time periods to support the development of the young person as a respectful and empathetic young person. We celebrate the artwork created by students, on social platforms, in the school environment, which promotes camaraderie, respect and pride among the students in our community.
Solidarity:
Pupils in Art learn an understanding that when you stand and work together you achieve more working together towards a common good. We work collaboratively in projects to create Art, look at family Artists - like the Boyle family who are a family who create work together. We also empower the voice and opinions of the team to take advice and feedback to move work forward and see things that they may not, seeing a different point of view is important and valid.
The common good:
We embrace that everyone has a part to play in Art, everyone has different skills and abilities and these can be used for the common good. We work collaboratively every lesson as part of routines. Students share their thoughts and ideas when brainstorming ideas to support peers in creative ways, respecting ideas and thoughts to develop ideas and work. Understanding that when we work to support each other we succeed,
The option for the poor:
We look at Art from all across society. In KS4 we visit the T-bag Design company which is supporting families in townships in Cape Town to transform lives. We look at societies and cultures across the world and embrace work from all backgrounds and situations where deprivation is evident.
Our extracurricular opportunities both during enrichment and after school allows access and engagement to support students from all backgrounds. We have a safe space in Art for any year group to access, during lunch and throughout the school day.
Peace:
In Art we develop relationships and support building peace where conflict has arisen. We lead by example, ensuring every lesson is a fresh start, that a calm peaceful environment is what is beneficial for all students and staff. We explore and engage in Remembrance Day work, remembering Peace and conflict by creating a community installation.
Creation and environment:
We build on collaboration and working with others in a respectful way.We recycle so much in Art, to reduce landfill and create work which allows access to all. We try to reduce waste by using innovative methods. We ask for donations of waste to reduce landfill from businesses, our community and our homes.
We also look at our environment and action in KS3, with the value of Bees, insects and sealife.
We celebrate the artwork created by students, which promotes camaraderie, respect and pride among the students in our environment.
The dignity of work and participation:
Students have the opportunities to participate in workshops, visits, view and research careers in Art, to show how embracing a job which supports self wellbeing and changing the thoughts, lives and experiences of others is important.
Students are reminded that everyone has a right to learn and be heard, that opinions are valid and important, even if they do not align with their own views. Every young artist is expected to validate their opinions on Artists in a respectful way and understand the impact that the work has on the viewer.
Every young artist is afforded dignity and pride through sharing and celebrating work in class and in the community.
Computing/IT and Business:
Dignity:
In Computer Science, IT and Business Studies we help students to understand how and why to stay safe online, including to treat others with dignity and respect. We talk through the reasons to have a positive online presence and the right, through GDPR and Freedom of Information, for content to be protected and shared appropriately.
Solidarity:
In Computer Science, IT and Business Studies we talk through the issues surrounding the Digital Divide and that Socio-economic status, age and geography should not be a barrier to accessing IT. We also, in all our activities, discuss how software and hardware should always be accessible to those with additional needs and the support that is available to all.
The common good:
In Computer Science, It and Business Studies there are ample opportunities to talk about the common good and parity for all whether it be access to what is needed to live a fulfilled life or how we as a society can support and play our role in this. Students are encouraged to reflect on how we should treat others when on Social Media and how we can act appropriately to allow for inclusivity.
The option for the poor:
Throughout the teaching of these courses issues of poverty and support come up frequently. Through discussions concerning the Digital Divide to financial support in Business Studies these issues are addressed. Solutions such as the reusing of technology for those in need to alleviate poverty of experiences are talked through.
Peace:
Students are shown the impact that technology has had during times of conflict and that some of the great figures of our time made difficult decisions to use their skills to bring an end to conflict. Key figures such as Alan Turing are discussed and their roles in times of war understood for their importance. Students are also taught the importance of their own responsibilities to be kind, especially in their use and interactions on social media.
Creation and environment:
Students are taught to respect all of Creation and the environment through all of the topics of study. They will discuss the impact that the production of Hardware has on the planet from the mining of resources to the pollution caused by transporting components. Students are also taught how shopping online has impacted on pollution by potentially reducing transport. Students will also study and understand how systems can be recycled or reused in order to limit the impact on the Environment.
The dignity of work and participation:
Throughout their time studying students are reminded to treat others and to see the value in all. In practical topics of study students are encouraged to give practical support to each other and promote positive relations through a shared and supportive vision. Students are also taught that these important issues are supported externally in the legal Acts of Employment Law and Data Protection.
Drama:
Dignity:
Dignity and respect go hand-in-hand in drama. In order to succeed, students need to feel valued and respected, and we strive to create an inclusive environment where students of all abilities feel confident and are respectful of each other. We teach about human dignity by learning about real-life characters, exploring social and historical context, and how deprivation and inequality can impact people's lives. Through our curriculum content, we teach students how to conduct themselves in this ever-changing digital world, as well as in person.
Solidarity:
Students are encouraged to be upstanders rather than bystanders focusing on the importance of solidarity. Through our work on Noughts and Crosses in Year 9, students learn the importance of standing together to do the right thing, even if it sometimes feels like the difficult thing to do.
The common good:
Drama is all about conflict and resolution. Our students work in groups every lesson, understanding that everyone in the group has a role to play. By teaching empathy and fostering teamwork and collaborative skills across all key stages, our students gain an understanding of the importance of working towards the common good, and thereby achieving favourable outcomes.
The option for the poor:
By looking at plays from different cultures, traditions and eras, our students can track and explore how people have struggled with adversity for countless generations. Our curriculum and extra-curricular provision affords students the chance to redress the balance, and ensures that every student, regardless of background factors, has the same opportunities to experience the arts as their peers.
Peace:
The ways in which dramatists have historically conveyed the concept of war and peace is taught as part of our practitioner investigation at key stage 3. Our students study Bertold Brecht, among many others, whose style of theatre was a force for social change in the mid 20th century and beyond. Through drama, we can teach our students how politics has shaped our world view, and we can explore alternative ways of dealing with conflict.
Creation and environment:
Care for the environment, and the idea of custodianship is woven throughout much of our curriculum in drama. In Year 7, we look at drama through the ages, and how the purpose of drama has changed over the millennia. Through Key Stage 4 and 5, students are given several opportunities to devise their own pieces, reinforcing the idea that, in drama, we take an idea, and from that starting point, we can create something powerful and meaningful. Drama requires us to look at where we fit into the world, and asks us to think about how our behaviour impacts the world and people around us.
The dignity of work and participation:
All students are given the opportunity to participate in every lesson - on the rare occasion that practical participation is not possible. Our students design costumes, sets, and create off-text work which links to the content of the lesson. The aim of our curriculum is to ensure that everyone understands the team effort and ethic behind the performing arts. Drama is not just about performance, but about all the composite areas of expertise which are necessary to create the finished product, none of which is more or less important than another.
Design Technology:
Dignity:
Discussion surrounding fair pay and working conditions within the manufacturing industry including sweatshops, child labour, poor health and safety and modern slavery. We discuss the work of Fair Trade and other organisations who work to uphold the dignity of workers, particularly in lower income countries.
Solidarity:
We encourage pupils to consider stakeholders who may experience life differently to themselves, for example, pupils in Y8 are tasked with designing for a user with arthritis. Pupils are taught about the role of inclusive design in society.
The common good:
We look at the design and development of a range of products and materials which impact positively on the common good, for example, the potential of 3D printing prosthetic limbs or technical textiles which protect firefighters in extreme heat.
The option for the poor:
We design products for a range of contexts, often considering the needs of lower income families or populations when developing design briefs, for example, developing pop up schools for refugees or community spaces to encourage mental health and wellbeing.
Peace:
Community cohesion and a focusing on building inclusive communities, is one of our NEA themes this year and we look at the role design can play in bringing people together.
Creation and environment:
Sustainability is a topic which runs throughout D&T and Food. We consider the lifecycle of products and analyse ways in which their environmental footprint can be reduced. We consider food miles, seasonality and plant based diets in Food.
The dignity of work and participation:
Pupils participate in a range of projects and practical activities in D&T and food, often making products for others, such as cakes for school events.
Geography:
Dignity:
Pupils develop an appreciation of different cultures and the concept of human dignity, they discuss the values by which we live, the rights of human beings and the responsibilities we have towards all people, their communities and the natural world. Through studying different communities and cultures pupils gain a respect for different aspects of people's lives.
Solidarity:
Geographers deploy solidarity to describe the sympathies and loyalties between underprivileged people involved in struggles against oppression, injustice or inequality. The message of Pope Francis’ encyclical, Laudato Si is woven through the Geography curriculum, a message of human solidarity and a concern for the planet.
The common good:
Pupils look at the idea of the global commons. Pupils focus on how humans can help through conservation and preservation of our natural environments. We create an understanding of other cultures and how people should respect each other as well as the global common.
The option for the poor:
Pupils learn about the cycle of deprivation and how this impacts the economy of areas, including the local area of Liverpool. Pupils also use map and photograph analysis to explore different countries' wealth and resources.
Peace:
The principle of peace is shown throughout the study of world issues such as war, injustice and corruption where we analyse the impacts this has on people and the environment. We look at ways charity and governments function to support peace.
Creation and environment:
Sustainability is a concept which runs throughout geography. Pupils look at how we can use the world's resources whilst also reducing our footprint on the environment. The environment is explored in a number of different ways in each year which focuses on how humans interact, look after and experience different parts of the environment. Pupils study the sustainable development goals and how they are linked to learning in their subject.
Dignity of work and participation:
Pupils explore social and economic issues of urbanisation – affordable housing. Food resources. A lack of legislation means that there are no laws preventing children from working – child labour.
History:
Dignity:
The Catholic teaching principle of dignity is central to understanding the issues of slavery and the Civil Rights Movement. The principle states that every human being possesses inherent dignity and is made in the image and likeness of God. Pupils learn that both slavery and the struggle for civil rights challenge this principle. These units encourage pupils to challenge discrimination and oppression, whilst promoting social justice, equality and dignity. Pupils understand the idea that regardless of religion, culture, nationality, orientation or economic standing everyone is treated with loving respect.
Pupils are encouraged to be upstanding members of our college community. This is reinforced and explored in history through our work on the civil rights, black power and black lives matter movement. Students learn the importance of standing side by side with their brothers and sisters, especially those that are persecuted. A theme that is also explored in the form of religious persecution in the 16th century, pupils will understand the importance of calling out injustice, no matter how hard that may be.
The common good:
Pupils examine how the development of medicine, medical practices and institutions have contributed to the well-being of society as a whole, linking to the principle of the common good. Pupils explore topics such as the establishment of hospitals and caring for the sick. These early institutions provided medical care to all, regardless of social status, and contributed to the overall well-being of society.
The option for the poor:
The option for the poor emphasises the moral obligation to prioritise the needs of the most marginalised and vulnerable in society. Pupils learn about extreme poverty and poor living conditions during the Industrial Revolution that addresses these inequalities. Pupils learn about reforms to protect workers' rights, social welfare programs and initiatives like labour unions and charitable organisations. This highlights to pupils the importance of prioritising the well being of those most vulnerable in society.
Peace:
The principle of peace is strongly connected to the themes of remembrance and war, as it calls for reflection on the consequences of conflict and advocates for alternatives to violence. Pupils explore this through units such as WW1 and WW2. Pupils acknowledge the suffering and human cost of war, and practice remembrance as a means of honouring victims, preventing future atrocities and fostering peace and justice.
Creation and environment:
Linking the American West to the Catholic teaching principle of creation and the environment invites students to critically examine the impacts of Western expansion on the environment, indigenous peoples, and future generations. Pioneer settlers engaged in activities such as farming, ranching, mining, and logging, which often led to deforestation, soil erosion, habitat destruction, the destruction of indigenous ways of life and pollution. This unit reaffirms to pupils the idea that the Earth is a gift from God and that humans are called to be stewards of the natural world. It also allows them to reflect on their ethical responsibilities towards the earth and build a sustainable and just future for its inhabitants.
The dignity of work and participation:
Pupils explore the dignity of work and participation through events such as The Peasants Revolt. This highlights the value and importance of labour, as well as the right of workers to participate in decisions that affect their lives. Peasants sought to resist exploitation and demand fair treatment and recognition of their worth as workers. This teaches pupils to appreciate the struggle for justice and the right of individuals to have a voice, recognising the dignity of all workers.
Physical education:
Dignity:
In PE it is really important that students not only feel valued but also respected to have a voice. This is done by creating an environment that drives sportsmanship and respect as well as making sure that during reflective practical performances that students are confident to give feedback. Within the PE level 2 and 3 BTEC course we teach about an ever changing world and the importance of different sporting provisions, different sectors and how sport can be a universal language to ensure that regardless of religion, nationality, orientation and economic standing they are treated with respect.
Solidarity:
Students are encouraged to ensure that they are aware of themes that encourage them to be upstanding members within PE. Celebrations are shared with students that occur in school, local fixtures, teams and events as well as out of school celebrations. Students are guided to key events within Sport that encourage the importance of calling out things that go against solidarity. Key themes such as 'Show racism the red card', 'International women's day' support the importance of standing side by side.
The common good:
In PE we teach that it is important to solve problems and link to resolutions through practical activities and performance. Our students work in pairs, groups and teams to understand that there are key roles within a team and everyone in the group has a role to play, whether that be a role of the performer, an official or a coach. By teaching teamwork and collaborative skills across all key stages, our students gain an understanding of the importance of working towards the common good, and thereby achieving key outcomes.
The option for the poor:
Pupils learn about different sporting provisions and how to access different options. There are considerations about access and barriers to participation in sport. Our curriculum and extra-curricular provision allows every student regardless of background factors to have and gain the same opportunities to experience the physical education and clubs/provisions as their peers.
Peace:
Students working in groups and teams helps students develop an understanding of the importance of effective collaboration. We teach what a good team member looks like and students often have to figure this out in both practices and games. This helps them consider different individual perspectives and understand how people working together peacefully has a more positive and productive impact.
The dignity of work and participation:
In every lesson every student is given the opportunity to participate, including those who are ill or injured as there are other available roles such as leading and officiating. The aim of our curriculum is to not only develop the understanding of technical knowledge in lessons but ensure that everyone understands the other roles within PE, coaches, officials, governing bodies and participants. It is important to ensure that students know that sports have an independent element as well as a team effort and ethic behind the performance in PE. PE is not just about practical performance, but about all other aspects to develop team work, motivation, communication skills as well as many other skill sets.
Sociology:
Dignity:
Looking at the gender, social class and ethnic differences that exist in society and how this can impact life chances; applied to the interaction with educational performance, the criminal justice system, the experience of family life and beliefs. Considering how the gap between groups can be reduced.
Solidarity:
Look at how factors impact life chances and what we can do to support each other. Looking at activism, political change and religious input. A study of Liberation Theology allows students to understand the need to address inequality, injustice and to stand in solidarity with the poor. There are cross- curricular links with Liberation Theology which is also taught in A Level Religious Studies/ Philosophy.
The common good:
Look at the purpose of the Education system, and the functionalist view that it is there for the common good of all. Discussion of equal access to education for all, and how different educational policies can affect this access.
The option for the poor:
Looking at causes of Class differences in educational performance and crime rates, and how the gap between these groups can be reduced. Liberation theology - use of social protest.
Peace:
Look at state crimes, and how holding those in power to account for their actions can ensure peace exists between nations. Look at globalisation and the interconnectedness of the world today.
Creation and environment:
Lessons on green crime, and how many groups get away with illegally damaging our environment
The dignity of work and participation:
Discussion on Marxist perspectives on sociology and how dignity should be upheld over exploitation.
Psychology:
Dignity:
Lessons on Gender identity, Eating Disorders, Depresion, OCD and Phobias. Looking at the issues these groups face, and how to best help and respect people. Lesson on abnormality - defining abnormal is impossible as we are all unique and different. As well as gender and ethnic bias in psychological research.
Solidarity:
In social influence we consider how harmful diffusion of responsibility can be and teach Zimbardo’s work on being an active citizen and ‘everyday hero’.
The common good:
Look at how psychological research should be for the common good, and should be there to help improve the lives of people, and how not following scientific criteria can produce harmful research.
The option for the poor:
Look at the economic impact of psychological research and how it can help the poorest and most vulnerable groups in society.
Peace:
Look at how social influence research was started after the second world war to understand why the German people followed the Nazi regime to understand the actions that occurred to ensure peace could continue.
Creation and the environment:
Look at social influence, and how we can influence the global community to take better care of our environment.
The dignity of work and participation:
The holistic approach in psychology considers how the overall wellbeing of an individual should be considered in understanding their behaviour.
Spanish:
Dignity:
The MFL curriculum allows all students to develop an interest and enthusiasm for learning about the wider world both through learning a foreign language and learning about the cultural traditions of the Hispanic and francophone world. We discuss how all people, no matter what their nationality, are equal in the eyes of God and we should be compassionate towards all people.
Solidarity:
Students are inspired to contemplate justice and solidarity within the MFL curriculum through film studies and literature within the Spanish speaking world.
The Common Good:
The MFL curriculum allows all students to develop an interest and enthusiasm for learning about the wider world both through learning a foreign language and learning about the cultural traditions of the Hispanic. We discuss how all people, no matter what their nationality, are equal in the eyes of God and we should be compassionate towards all people.
The Option for the Poor
We consider global social issues such as poverty and hunger and reflect on what we can do to address them. Through our discussions we appreciate that God has made us all equal and we should show compassion towards each other regardless of nationality. At KS3, we look at our rights as humans and look at food, education and our homes and link that into a healthy lifestyle with hobbies and holidays linking into the common good. At A level, we develop our understanding of peace and reconciliation that led to democracy.
Peace
In MFL we consider global social issues such as poverty and hunger and reflect on what we can do to address them. Through our discussions we appreciate that God has made us all equal and we should show compassion towards each other regardless of nationality. At KS3, we look at our rights as humans and look at food, education and our homes and link that into a healthy lifestyle with hobbies and holidays linking into the common good. At A level, we develop our understanding of peace and reconciliation that led to democracy.
Creation and environment
Within the MFL curriculum students look at global issues. Students focus on how humans can help through our natural environments. We create an understanding of other cultures and how people should respect each other as well as the global community.
The dignity of work and participation
Within MFL students recognise their place in a regional, national and global community and as one family in the eyes of God. As part of our work, we consider different working conditions across the world and how wealth is distributed.