Mrs C. Morrison: Head of Department
- Miss L. Hoyles: RE & Citizenship teacher
- Miss F. Rockey RE & Citizenship teacher
Social, Moral, Cultural Contribution
Pupils' spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their will to achieve. As their curiosity about themselves and their place in the world increases, they try to answer for themselves some of life's fundamental questions. They develop the knowledge, skills, understanding, qualities and attitudes they need to foster their own inner lives and non-material wellbeing
RE helps to provide a safe environment for learners to demonstrate their own spiritual development. A sense of wonder and engagement towards the world around them is found in all schemes of work.
Pupils’ moral development is shown by their acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right. They are able and willing to reflect on the consequences of their actions and learn how to forgive themselves and others. They develop the knowledge, skills and understanding, qualities and attitudes they need in order to make responsible moral decisions and act on them. We work to achieve this by:
- Allowing pupils to understand the difference between good and bad. To be able to apply the notion of ‘learning from’ religion to the challenges faced in their own lives.
- Enabling pupils to understand that faith directly influences action.
- Allowing informed, reasoned debate on a wide range of moral issues e.g. abortion, euthanasia, fertility treatment.
Pupils' social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good. They display a sense of belonging and an increasing willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process in each of their communities. We make this happen by:
- Being aware of the diversity of beliefs and socio economic factors influencing learners within school. We acknowledge and respect that some learners have not always had positive experiences in life.
- We will build pupil self confidence so that social background does not interest in, and understanding of, the way communities and societies function negatively influence their life chances. We will do this by effective pupil; tracking and high aspirations for all.
This is indicated by the way in which pupils acquire an understanding of cultural traditions and an ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in others' ways of doing things and curiosity about differences. They develop the knowledge, skills, understanding, qualities and attitudes they need to understand, appreciate and contribute to culture.
We will enable our pupils by:
- Developing pupil understanding and appreciation of the wide range of cultural influences that have shaped their own heritage both within Stockport and the surrounding area
- Offering a variety of educational, artistic, experiential etc. opportunities that nurture growth and development. Our pupils will show a respect for various religious traditions and be ready to take their place in the world
At Key Stage 3 students study ethics and morality. Ethics and Morality is delivered once a week during year 7 and 8. Ethics and morality offers students to reflect on issues of morality through various viewpoints. the following topics are covered.
War and peace
Prejudice and discrimination
Crime and punishment
Matters of Life and Death
Ethics and morality can be continued at GCSE level through the Eduqas religious studies course.
This is examined through three exams at the end of Year 11. The specification includes issues of morality, Christianity and Islam.