When you celebrate great leaders or figures from history in the curriculum or in collective worship, do you focus on their achievements or their character development? To what extent does your timetabling create for pupils pursue the big questions of ‘to meaning such as am I? am I here?” do I desire?” and then shall I live?”’ ‘Who “Why “What “How How are you developing your students actively to become citizen, parent or employee’, ‘good and how do you define anyway? ‘good’ Educating for Hope and Aspiration If character is formed and revealed the drama of ongoing life’ how are we actively ‘in – developing our students’ ability to the future’ well? ‘approach Does character develop in young people’s bad experiences, and learning to deal with them well? To what extent does your school leadership consistently inspire patience and ‘perseverance, gratitude’? How does your collective worship both a realism about how flawed and fallible we are ‘inspire and a confidence in transformation for the better’? Educating for Community and Living Well Together What does it mean for your school to be a community’ and how would anyone know ‘hospitable this when they visit? How does your school work in partnership with local churches and Chaplaincy to develop character in its pupils and staff? How are you teaching your pupils about and commitments’ and how does staff ‘relationships team embody and model what you mean by this? Educating for Dignity and Respect How is your commitment to dignity and respect of each member of your community shaped by person, teaching and example of Jesus’? ‘the If schools deal with difference is a crucial indicator of quality’, how does your approach ‘how to integration of students reflect a Christian’ approach to character formation? ‘deeply School Leaders Exemplar Approach 2: Disadvantage’ ‘Removing Educating for Wisdom, Knowledge and Skills To what extent does our Teaching and Learning actually confidence’ in our learners, and ‘foster what practical strategies could we use to centre our lessons on this approach? Wisdom helps us to foster academic habits’ how does our homework policy support ‘strong – disadvantaged students to thrive? What extra support should we provide in loco parentis?
When you celebrate great leaders or figures from history in the curriculum or in collective worship, do you focus on their achievements or their character development? To what extent does your timetabling create for pupils ‘to pursue the big questions of meaning such as ‘Who am I? “Why am I here?” “What do I desire?” and “How then shall I live?”’ How are you developing your students actively to become ‘good citizen, parent or employee’, and how do you define ‘good’ anyway? Educating for Hope and Aspiration If character is formed and revealed ‘in the drama of ongoing life’ – how are we actively developing our students’ ability to ‘approach the future’ well? Does character develop in young people’s bad experiences, and learning to deal with them well? To what extent does your school leadership consistently inspire ‘perseverance, patience and gratitude’? How does your collective worship ‘inspire both a realism about how flawed and fallible we are and a confidence in transformation for the better’? Educating for Community and Living Well Together What does it mean for your school to be a ‘hospitable community’ and how would anyone know this when they visit? How does your school work in partnership with local churches and Chaplaincy to develop character in its pupils and staff? How are you teaching your pupils about ‘relationships and commitments’ and how does staff team embody and model what you mean by this? Educating for Dignity and Respect How is your commitment to dignity and respect of each member of your community shaped by ‘the person, teaching and example of Jesus’? If ‘how schools deal with difference is a crucial indicator of quality’, how does your approach to integration of students reflect a ‘deeply Christian’ approach to character formation? School Leaders Exemplar Approach 2: ‘Removing Disadvantage’ Educating for Wisdom, Knowledge and Skills To what extent does our Teaching and Learning actually ‘foster confidence’ in our learners, and what practical strategies could we use to centre our lessons on this approach? Wisdom helps us to foster ‘strong academic habits’ – how does our homework policy support disadvantaged students to thrive? What extra support should we provide in loco parentis?