Students may demonstrate

Staff follow up by

Spiritual

• The core school values of nurturing, kindness, compassion, and self-belief
• A set of values, principles and beliefs which may or may not be religious, which inform their perspective on life and their patterns of behaviour
• An awareness and understanding of own and others’ beliefs
• A respect for themselves and for others
• A sense of empathy with others, concern and compassion
• An ability to show courage in defence of their beliefs
• A readiness to challenge all that would constrain the human spirit (for example: poverty of aspiration, lack of self-confidence and belief, moral neutrality or indifference, farce, fanaticism, aggression, greed, injustice, narrowness of vision, self-interest, sexism, racism and other forms of discrimination)
• An appreciation of the intangible (e.g. beauty, truth, love, order, as well as mystery, paradox and ambiguity)
• A respect for insight as well as knowledge and reason
• An expressive and/or creative impulse
• An ability to think in terms of the ‘whole’ (for example: concepts such as harmony, interdependence, scale, perspective, and on understanding of feelings and emotions and their likely impact)

• Giving students the opportunity to explore values and beliefs, including religious beliefs, and the way in which they affect peoples’ lives
• Where students already have religious beliefs, supporting and developing these beliefs in ways which are personal and relevant to them
• Encouraging students to explore and develop what animates themselves and others
• Encouraging students to reflect and learn from reflection during 1:1 sessions, intervention and restorative justice sessions.
• Giving students the opportunity to understand human feeling and emotions, the way they affect people and how and understanding of them can be helpful
• Developing a climate or ethos within which all students can grow and flourish, respect others and be respected
• Accommodating difference and respecting the integrity of individuals
• Promoting teaching styles which
• Value students’ questions and give them space for their own thoughts, ideas and concerns
• Enable students to make connections between aspects of their learning
• Encouraging students to relate their learning to a wider frame of reference – for example, asking ‘why?’, ‘how?’ and ‘where?’ as well as ‘what?’
• Monitoring, in simple, pragmatic ways, the success of what is provided

Moral

• An ability to distinguish right from wrong, based on a knowledge of the moral codes of their own and other cultures
• A confidence to act consistently in accordance with their own principles
• An ability to think through the consequences of their own and others’ actions
• A willingness to express their views on ethical issues and personal values
• An ability to make responsible and reasoned judgements on moral dilemmas
• A commitment to personal values in areas which are considered right by some and wrong by others
• A considerate style of life
• A respect for others’ needs, interests and feelings as well as their own
• A desire to explore their own and others’ views
• An understanding of the need to review and reassess their values, codes and principles in light of experience

• Providing a clear moral code as a basis for behaviour which is promoted consistently through all aspects of the school
• Promoting measure to prevent discrimination on the basis of race, religion, gender, sexual orientation, age and other criteria
• Giving students opportunities across the curriculum to explore and develop moral concepts and values – for example, personal rights and responsibilities, truth, justice, equality of opportunity, right and wrong
• Developing an open and safe learning environment in which students can express their views and practise moral decision-making
• Rewarding expression of moral insights and good behaviour
• Making an issues of breaches of agreed moral codes where they arise – for examples, in the press, on television and the internet as well as in school
• Modelling, through the quality of relationships and interactions, the principles which they wish to promote – for example, fairness, integrity, respect for people, students’ welfare, respect for minority interests, resolution of confliction, keeping promises and contracts
• Recognising and respecting the codes and morals of the different cultures represented in the school and wider community
• Encouraging students to take responsibility for their actions; for example, respect for property, care of the environment, and developing codes of behaviour
• Providing models of moral virtue through literature, humanities, sciences, arts, assemblies and acts of worship
• Reinforcing the school’s values through images, certificates, assemblies, posters, classroom displays, and notice board displays
• Monitoring in simple, pragmatic ways, the success of what is provided

Social

• Adjust to a range of social contexts by appropriate and sensitive behaviour
• Relate well to other people’s social skills and personal qualities
• Work, successfully, as a member of a group or team
• Challenge, when necessary and in appropriate ways, the values of a group or wider community
• Share views and opinions with others, and work towards consensus
• Resolve conflicts and counter forces which militate against inclusion and unity
• Reflect on their own contribution to society and to the world of work
• Show respect for people, living things, property and the environment
• Benefit from advice offered by those in authority or counselling roles
• Exercise responsibility
• Appreciate the rights and responsibilities of individuals within the wider social setting
• Understand how societies function and are organised in structures such as the family, the school and local and wider communities
• Participate in activities relevant to the community
• Understand the notion of interdependence in an increasingly complex society

• Identifying key values and principles on which school and community life is based
• Fostering a sense of community, with common, inclusive values which ensure that everyone, irrespective of ethnic origin, nationality, gender, ability, sexual orientation and religion can flourish
• Encouraging students to work co-operatively
• Encouraging students to recognise and respect social differences and similarities
• Providing positive corporate experiences – for example, through assemblies, team activities, residential experience, school productions
• Helping students develop personal qualities which are valued in a civilised society, for example, thoughtfulness, honesty, respect for difference, moral principles, independence, interdependence, self-respect
• Helping students to challenge, when necessary and in appropriate ways, the values of a group or wider community
• Helping students resolve tension between their own aspirations and those of the group or wider society
• Providing a conceptual and linguistic framework within which to understand and debate social issues
• Providing opportunities for engaging in the democratic process and participating in community life
• Providing opportunities for students to exercise leadership and responsibility
• Providing positive and effective links with the world of work and the wider community
• Monitoring, in simple, pragmatic ways, the success of what is provided

Cultural

• An ability to recognise and understand their own cultural assumptions and values
• An understanding of the influences which have shaped their own cultural heritage
• An understanding of the dynamic, evolutionary nature of cultures
• An ability to appreciate cultural diversity and accord dignity and respect to other people’s values and beliefs, thereby challenging racism and valuing race equality
• An openness to new ideas and a willingness to modify cultural values in the light of experience
• An ability to use language and understand images/icons – for example, in music, art, literature – which have significance and meaning in a culture
• A willingness to participate in, and respond to, artistic and cultural enterprises
• A sense of personal enrichment through encounter with cultural media and traditions from a range of cultures
• A regard for the heights of human achievement in all cultures and societies
• An appreciation of the diversity and interdependence of cultures

• Providing opportunities for students to explore their own cultural assumptions and values
• Presenting authentic accounts of the attitudes, values and traditions of diverse cultures
• Addressing discrimination on the grounds of race, religion, gender, sexual orientation, age and other criteria and promoting racial and other forms of equality
• Recognising and nurturing particular gifts and talents
• Providing opportunities for students to participate in literature, drama, music, art, crafts and other cultural events and encouraging students to reflect on their significance
• Developing partnerships with outside agencies and individuals to extend students’ cultural awareness, for example, theatre, museum, concert and gallery visits, resident artists, foreign exchanges, and other enrichment opportunities.
• Reinforcing the school’s cultural values through displays, posters, exhibitions etc.
• Auditing the quality and nature of opportunities for students to extend their cultural development across the curriculum
• Monitoring, in simple, pragmatic ways, the success of what is provided