Personal Development Policy

(including PSHE Policy)

Senior

ST CATHERINE’S SCHOOL MISSION STATEMENT Our Vision To be a school that lives the Gospel values, promotes the dignity of every individual and is committed to excellence. We are a Catholic school where every student, regardless of individual faith: is valued is a member of a thriving, happy community is helped to achieve his/her personal best is given a wide range of opportunities to develop his/her talents is prepared for the challenges of adult life is helped to understand and fulfil his/her responsibilities to self, family and society.

ST CATHERINE’S SCHOOL MISSION STATEMENT
Our Vision

To be a school that lives the Gospel values, promotes the dignity of every individual and is committed to excellence. We are a Catholic school where every student, regardless of individual faith:

is valued
is a member of a thriving, happy community
is helped to achieve his/her personal best
is given a wide range of opportunities to develop his/her talents
is prepared for the challenges of adult life
is helped to understand and fulfil his/her responsibilities to self, family and society.

St Catherine’s is a community of faith and of learners which is Catholic in character and tradition. The ethos and the spiritual, moral, social and cultural values held and developed within this school are grounded in the gospel of Christ and in the Roman Catholic tradition. Whilst not all members of this community share this faith or practise it in the same way or to the same degree, the school values their contribution. We also recognize that the school is located within the wider community of the Church and the world, with its variety of faiths, cultures and races. The primary responsibility of the school is expressed in its Mission Statement and Aims.

Everything we do is intended to promote the growth of individuals as persons to achieve their potential and to discover the purpose and meaning of life so that they might creatively and critically contribute to and shape the society of the future. Spiritual, moral, social and cultural development is therefore fundamental and integral to all educational provision, processes, experiences and relationships within the school in our concern for the development of each student as an individual and a learner.

Rationale

Spiritual, moral, social and cultural development is concerned with all aspects and characteristics of the individual’s growth in personhood and in relationship with God, self, others, society and creation. Whilst education is concerned with the transmission of knowledge and skills, more importantly it is about the growth, development and realisation of human potential and personhood. In this way, the individual is more able to function effectively in relationships with herself, other people and groups, society with its structures, institutions and cultures and, in a faith context, with God. Good education involves the balanced development of all those relationships, so that the student may learn to live justly and well, with mature consideration and respect both for herself and for others and thus contribute to the building up of society positively, creatively and critically.

SPIRITUAL DEVELOPMENT

Spiritual development is fundamentally about the growth of personhood through a process of inner transformation, reflection and search for meaning and truth personally, in relationships and globally.

Thespiritual dimension of life encompasses but is not identical with the religious dimension. Religious knowledge and activities (prayer, meditation, worship, liturgy, religious studies) are spiritual activities but they are not the whole of the spiritual dimension. Spiritual development may involve but is not identical with religious or faith development. All aspects of the curriculum and life of the school contribute to the spiritual development of pupils.

Spiritual development encompasses the development of the affective, the intellectual, the physical aspects of personhood and is integral to the growth of the individual morally, socially and culturally. It is therefore a foundational dimension of moral, social and cultural development.

MORAL DEVELOPMENT

According to age and gifts, moral development is marked by the ability:
to discriminate between good and evil and right and wrong;
to respect other people, truth, justice and property;
to act with integrity and with an awareness and concern for the common good;
to take responsibility in informed choices and to exercise creative freedom on the basis of one’s chosen values;
to reflect critically on all aspects of life;
to think, ask questions, reflect, make sense of experience;
to engage critically with the values, beliefs and assumptions which confront one and seek for truth.
Moral development is also concerned with:
the intellectual, affective and spiritual development of the individual in relation to herself, others, creation and society;
the ways in which an individual is able to act with integrity, justice, compassion and respect for self and others as well as make choices, decisions and judgements based on one’s own values.

Moral development takes place within the context of a tradition of values, attitudes and teaching which celebrates and respects life, persons and creation as God’s gift. The Sex Education, the Behaviour and Anti-bullying policies express the values and attitudes towards oneself, others and the environment which reflect those of the gospel and our community.

SOCIAL DEVELOPMENT

There are two distinct elements to social development. The first of these is concerned with the development of the individual as a social being, in relationship with others and society, equipped with the competencies which enable her to function effectively within society. Social development therefore recognises that each person exists within a web of different but inter-linked relationships: relationships with herself, other people and groups, society with its structures, institutions and cultures, the created world as a whole and, in a faith context, with God. Good education involves the balanced development of all those relationships, so that the student may learn to live justly and well, with mature consideration and respect both for herself and for others and thus contribute to the building up of society positively, creatively and critically.
Social development involves the ability:
to develop as a person through the growth of self awareness, esteem and knowledge which in turn recognises the dignity and value of others;
to make decisions independently and co-operatively;
to exercise responsibility for oneself, as part of a group or for and individual or joint enterprise;
to seek actively the common good;
to participate in and contribute to community, whether it be the school community of faith and of learners or the wider community.
to change and respond and to engage with reality.

The second aspect of social development focuses on a knowledge and understanding of society in all its aspects: its institutions, structures and characteristics, including economic and political organisation, and principles and life as a citizen, parent or worker in society. Social development is therefore concerned with:

a knowledge and understanding of how society functions
a critical awareness of how individuals treat one another and of how society and social institutions and structures, including political organisations, deal with the individuals justly and unjustly.
Social development involves the individual in expressing concern, taking initiatives and actively shaping society to make a difference in justice for others as well as oneself.

CULTURAL DEVELOPMENT

Cultural development fosters and encourages:
a reflective recognition and appreciation of different cultures and the values they embody;
knowledge, understanding, appreciation and respect for the beliefs, values and customs which make up one’s own cultural traditions and heritage and those of others;
the recognition and emergence of personal and cultural identity;
the awareness of belonging to an essentially multi cultural global community;
the broadening of interests, aspirations and horizons to appreciate what is beyond or different from one’s own horizon;
a growing appreciation of and participation in creative and aesthetic activities;
a recognition of the contribution of other cultures to other fields of knowledge and experience, such as the technological, scientific, mathematical, political etc.

Spiritual, Moral, Social and Cultural Development in Practice

The curriculum is not simply concerned with the range of subjects on offer at St Catherine’s; it is also about values, purposes and competencies.

The shape, content, quality and delivery of the curriculum are intended to draw all pupils closer through their development spiritually, morally, culturally, socially, academically and physically. It is about all elements which provide the context for learning, relating and experiencing within the school, whether religious or secular, part of the taught curriculum or extra curricular experiences. At the heart of the curriculum are the experience, knowledge, values and competencies which students need in order to realize their potential both as learners and as young women equipped to face the future and make a responsible contribution to society.

At whole school and departmental level, the shape, content and quality of the curriculum offered needs to speak of the ‘awe and wonder’ which draw individuals into an awareness of human potential.

Spiritual, Moral, Social and Cultural Development will be supported by the range of curriculum experiences available and the intrinsic challenge these offer to pupils not only to achieve academically but also to develop more broadly, spiritually, morally, socially, culturally, affectively, physically and intellectually.

Religious Education is fundamental to the whole curriculum both through the Religious Studies programme that is offered, and the experience of prayer, Liturgy and worship, retreat days and the co-curricular activities of groups working for and various charities. Thus, Religious Education is not simply a body of knowledge but impinges on the life of the school and of the individual. The values it embodies are expressed in one way or another in all subjects and activities and are central to the school's Christian, academic and pastoral structures.

The curriculum will be extended and enriched through after- and out of school provision. We will also ensure that within school pupils will have a range of opportunities and experiences which are in addition to or integrated into lessons. Amongst others, these will include external speakers, cross curricular experiences, CAFOD and time for reflection through retreat days. There will also be opportunities for pupils to develop leadership skills through discussion / reflection on particular issues connected with the School Council for example.

The Creative and Performing arts (Drama / Music / Art/ PE) will contribute to Spiritual, Moral, Social and Cultural Development not only through their own unique curriculum content and approaches but also through display, through events and through extra curricular opportunities;

The content of the PSHE programme and the approaches used will provide opportunities for Spiritual, Moral, Social and Cultural Development. Amongst other things, the range of the PSHE programme will involve pupils in looking at issues concerned with relationships, bullying, friendship, racism, sex education, prejudice, the ways in which society works. In so doing PSHE will build on and complement work done elsewhere in the curriculum.

In relation to morally contentious issues, such as sex education, sexuality, relationships, abortion etc, the PSHE programme and all other areas of the curriculum will be informed by the Mission Statement and the school’s Sex Education Policy. These reflect the values of the Gospel and the teachings of the Church. Pupils will explore and develop their own values and understanding both critically and within the context of the values of the Mission Statement.

The content and approaches of all subjects within the curriculum offer opportunities for Spiritual, Moral, Social and Cultural Development. Within each subject, there is scope for ‘awe and wonder’ through content, active approaches to teaching and learning, opportunities for imagination, reflection and understanding, the sharing and demonstration of talents, experiences and skills. As pupils become more conscious of the deeper meanings in the familiar features of the natural world or in their experience, so the opportunities for awe and wonder will increase. In addition, they will develop a more critical sense of spiritual, moral, social and cultural issues. The content of particular subjects, e.g. History and Geography, will provide opportunities for a knowledge and understanding of society, its institutions, structures and characteristics, including its economic, religious and political organization. Moreover, both through content and approaches such as research, discussion, debate and role play, the curriculum provides opportunities for understanding life as a citizen, parent or worker in society not only in this culture but also in others.

Approaches to secure good practice and promote Spiritual, Moral, Social and Cultural Development

The whole experience of school life at St Catherine’s School should provide an opportunity of belonging to an educational community. The way in which each person is valued, challenged and supported provides the basis for good learning and for Spiritual, Moral, Social and Cultural Development. The following approaches provide the basis for how this community will promote Spiritual, Moral, Social and Cultural Development.

Spiritual, Moral, Social and Cultural Development will be promoted through the school’s life of prayer and worship:

The setting of the Christian community and the faith traditions of the Church are a central part of the students’ education. Fostering this relationship with God is an important aspect of her spiritual, moral, social and cultural development. The school will therefore provide opportunities for students to develop a strong spiritual life through formation in prayer, the quality of worship and liturgy, including daily assembly, retreats, and reflection.

At particular moments, such as bereavement, tragedy, transition and change, joy and sadness the school will ensure that there are opportunities for prayer and reflection both individually and as a community.

Both pupils and adults will be involved in planning, leading and participating in Liturgy which draws on and reflects a range of cultures, and confronts the individual and the whole community with issues of faith and justice.

Spiritual, Moral, Social and Cultural Development will be promoted through the curriculum and teaching and learning:

Each department will produce its own statement identifying the distinctive contribution of its curriculum area to Spiritual, Moral, Social and Cultural Development through its content and the learning experiences it provides for pupils.

In the light of its statement each department will map its curriculum to identify where opportunities for Spiritual, Moral, Social and Cultural Development exist. These will then be incorporated into schemes of work and short term planning;

Schemes of work, lesson planning and processes will identify for pupils through clearly articulated learning outcomes the particular knowledge, skills and understanding involved in order that pupils have access to a range of experiences and activities which will promote Spiritual, Moral, Social and Cultural Development;

All pupils will be enabled to participate in the curriculum and so achieve through planned differentiation as a result of appropriate tasks, resources, groups, support, language and activities;

Curriculum content and delivery and the attitudes of teachers both towards their subject and the ways in which it can be delivered will promote intellectual curiosity, awe and wonder, a critical appreciation of the Spiritual, Moral, Social and Cultural Development dimensions of each subject and the challenges these offer to each individual to grow and change in relation to self, God, others, society and creation;

Each department will develop approaches to teaching and learning in which pupils are challenged to ask questions and search for solutions and meaning, individually and collaboratively.

Opportunities will be provided for pupils to reflect on spiritual and ethical issues throughout the curriculum (e.g. RS, English, Geography, PSHE, History, Science);

Where the formal curriculum is collapsed to allow for specific opportunities such as retreats, school council, cross curricular events, charities week etc, these will involve pupils in working together in different ways and in different groupings, taking responsibility for their own learning and that of others, investigating and learning about global and justice issues, other cultures and religions and the ways in which society works. End of term cross curricular assemblies, extra curricular programmes and events, including cultural visits, opportunities for service to the community, and outside speakers will extend this provision;

Pupils will have opportunities to explore and communicate their beliefs in discussion and through their behaviour in a number of ways. These will include discursive work in RE and PSHE in particular but also in other areas of the curriculum;

The use of debate, role play, discussion, questioning and research across the curriculum will enable pupils to develop their own beliefs and values critically, to understand other cultures, races and religions, and to develop the capacity for compassion, for appreciating and respecting other points of view, and for critical reflection which leads to action and change;

Subject content, active approaches to teaching and learning, opportunities for imagination, reflection and understanding, the sharing and demonstration of talents, experiences and skills will provide opportunities for ‘awe and wonder’.

As far as possible pupils will be given opportunities for leadership and responsibility, both collaboratively and individually, for their learning and, more broadly, in other areas of school life, such as the school council, monitoring the Mission Statement, being consulted, as appropriate, on school policies.

Both the environment and display will reflect the values of the Mission Statement and will support Spiritual, Moral, Social and Cultural Development.

Roles and Responsibilities

The Form Tutor and Head of Year have a key role to play in promoting Spiritual, Moral, Social and Cultural Development by:

Contributing to the leadership and management of the school by ensuring the effective implementation of whole school policies such as Behaviour, Anti bullying, Equal Opportunities, Sex Education, within the year group;

Encouraging girls to develop a strong spiritual life through facilitating and leading assemblies, which will involve pupils and support their faith development;
Knowing, supporting, valuing and challenging each member of the tutor / year group to strive for the highest standard of personal, social, moral and intellectual development and aim for excellence in all she does;
Co-ordinating and monitoring the learning progress, behaviour and welfare of pupils within the academic and pastoral curriculum and structures
Developing regular times of celebration which enable pupils to demonstrate their gifts and talents, draw on the richness of their culture, and exercise leadership and responsibility
Ensuring opportunities for leadership and responsibility within the tutor / year group
Liaising with other members of staff including the SENCo, as well as with parents / guardians and outside agencies.

Heads of Department and subject teachers are responsible for :

Drawing up a clear statement on the ways in which the particular curriculum area contributes to Spiritual, Moral, Social and Cultural Development;
Mapping the curriculum to identify opportunities for Spiritual, Moral, Social and Cultural Development, which are then translated into schemes of work and short term planning;
Developing a range of approaches to teaching and learning which secure high quality provision and challenge pupils not only to achieve their academic but also human potential as critical thinkers, able to work independently and collaboratively and to recognize and appreciate the richness and complexity of other races, cultures and beliefs;
Broadening the horizons and capacities of pupils both through provision within the classroom but also through opportunities for curriculum enrichment;
Providing opportunities for students to explore reality and knowledge, ask questions, make sense of the world, develop personal values and skills, take responsibility for their learning and reflect on experience;
Developing, implementing and monitoring departmental policies which reflect both the values of the Mission Statement and whole school policies;
Ensuring that display within and outside of the classroom makes the physical environment stimulating and welcoming and promotes Spiritual, Moral, Social and Cultural Development;

The Headmistress and Senior Leadership Team are responsible for:

Articulating and realizing a clear vision for the school which will secure high quality provision for the spiritual, moral, social and cultural development of each pupil and challenge each one to realize their potential as a learner and as a human being;
Leading, managing and developing the school as a community of faith and of learners in accordance with the Mission Statement;
Ensuring that all aspects of provision, through strategic planning, the development, implementation and monitoring of whole school policies, and the use and management of resources, including the environment, reflect the Mission statement and so promote Spiritual, Moral, Social and Cultural Development;
Planning and monitoring a whole school curriculum which promotes Spiritual, Moral, Social and Cultural Development through the quality and range of provision and effective teaching and learning;
Developing and monitoring structures and approaches which will promote Spiritual, Moral, Social and Cultural Development across the academic and pastoral curriculum;
Monitoring and reviewing the effectiveness of the school, including provision for Spiritual, Moral, Social and Cultural Development;

Pupils

As members of the school community, pupils are actively involved in and responsible for their own spiritual, moral, social and cultural development. They contribute to an environment where opportunities for spiritual, moral, social and cultural development are possible for all by:

engaging in learning by participating responsibly in the various activities, asking questions, reflecting, analyzing, evaluating, collaborating, discussion, seeking for meaning, truth and value both independently and with others, respecting the viewpoints of others, allowing their preconceptions to be challenged;
planning, leading and participating in liturgies, assemblies and class prayer;
taking responsibility for ensuring that the values and principles of the Mission Statement inform day to day activities by exercising leadership through the Prefect system, the work of the school council and sharing in decisions and consultation over whole school policies (e.g. Behaviour, Anti Bullying);
participating with adults in joint activities such as charity work and school cultural events such as performances;
respecting the uniqueness, worth and development of others;
participating in retreats and in reflection.

April 2005
Reviewed: May 2008
Reviewed: November 2009
Reviewed: November 2011
Next Review Date: November 2013