Spiritual, moral, social and cultural development at Cheadle Hulme High School


“Students’ spiritual, moral, social and cultural development is promoted strongly. As a result, students’ understanding of British values such as democracy, respect for others and the rule of law is impressive… Students’ understanding of different faiths and cultures is robust and the empathy they show for others is exemplary.”


Ofsted December 2014
Cornerstones The Cornerstones of Academic Aspiration, Culture and Creativity, Leadership and Service and Competition and Physical Endeavour are the four key areas that we have strategically organised our curriculum around.

Academic Aspiration: Our ambition is for a large majority of our students to gain entry to the most popular and prestigious Universities in the country. We have a proven track record in enabling all students, whatever their background, to make outstanding progress and achieve their potential.

Culture and Creativity: Alongside our high aspirations for academic success we passionately believe in the importance of education in its broadest sense and we will ensure the fullest possible participation in such activities as Art, Music, Drama and the development of oracy through the teaching of Public speaking.

Leadership and Service: We strongly believe that physical activity and competition, both intra and inter school, are vital to the holistic development of young people, fostering their physical, social and emotional health. We believe that the benefits of physical activity and sport reach way beyond their impact on physical wellbeing and are evident in other aspects of education and welfare.

Competition and Physical Endeavour: We value individuality, celebrate diversity and encourage our students to have the confidence to think for themselves, whilst emphasising the importance of tolerance, teamwork and collective responsibility. Our primary aim is to encourage each student to be a self-confident, enquiring, tolerant, positive young adult, a well-rounded character with an independent mind, an individual who respects the differences of others. By the time they leave us we want each student to have that true sense of self-worth which will enable them to stand up for what is right and what they believe in and, in doing so, to be of value to society.
House System

The House System is a key driver for our cornerstones and the most identifiable aspect to most students. Each House provides opportunities for the spiritual, moral, social and cultural development of our students. The most prominent role of our House system, introduced to coincide with the Olympic year, is the way in which it allows students to play a full and active part in the democratic life of the school. For example:

  • Positions of responsibility exist from Year 7 all of the way through to Year 11. Each House has both a Junior and Senior team which gives students the chance to partake in active democracy. New members are elected to these positions each year to ensure as many students as possible get the opportunity to partake.
  • Year 11 students are given the opportunity to represent their peers through the Senior Prefect programme.
  • Year 12 are elected to a Cabinet.
  • For the 2014-15 academic year we will have the position of ‘President’ introduced to Year 13.
Dream. Believe. Achieve.

First launched in the 2013-2014 academic year Dream. Believe. Achieve. (DBA) is the way in which we brand much of what we offer in terms of extra support, information and guidance to students at Cheadle Hulme High School (CHHS). Through it we ensure that students, within their form groups, develop a willingness to reflect on their experiences and a sense of enjoyment and fascination in learning about themselves. DBA attempts to give the clear message that an understanding of the consequences of their behaviour and actions is pivotal to our students.
Beliefs and Values

The Beliefs and Values curriculum the way in which we cater for the spiritual, moral, social and cultural development at a classroom level. Throughout their time at Cheadle Hulme High School students engage with our Beliefs and Values curriculum. As part of that curriculum students are taught about different people’s faiths, feelings and values and are encouraged to reflect on their own beliefs whilst contemplating the varying beliefs of others in a diverse world. CHHS follows the Stockport locally agreed syllabus for Religious Studies which is complemented by aspects of PSHE and Citizenship. The Beliefs and Values curriculum seeks to cultivate students’ individual fascination in learning about themselves and others. Students are routinely encouraged to share their own experiences and explore how these link to the wider world around them. High expectations are set for the promotion of tolerance, respect, understanding and appreciation of the diverse communities in which we live.

Through our curriculum we aim to develop the ability to recognise the difference between right and wrong so that students are increasingly able to respect the civil and criminal law of England and in turn students develop their own moral code. In both Key Stages 3 and 4 students explore different aspect of law and the justice system. Through an inquiry-based curriculum students are given opportunities to develop their individual sense of self whilst equally recognising the importance of respecting British values and cultural diversity.

Students also explore the wider consequences of behaviours and actions. Also, for a number of years now we have operated our rewards and sanctions system around ABC. Increasingly we look for every opportunity to stress that actions bring consequences. Through the Dream Believe Achieve scheme students are regularly taught that they can have a positive impact on their lives and that they can make a difference. Across all aspects of our school students are encouraged to offer reasoned views about moral and ethical issues whilst learning to appreciate the viewpoints of others on those same issues.

In delivering the locally agreed syllabus for Religious Studies we actively ensure that students experience a number of different religions, world views and secular standpoints and have the chance to work and socialise with people from different religious and ethnic backgrounds. Curriculum time is delivered by a small number of staff within the Humanities Faculty which includes the Local Education Authority lead for Religious Education.

Themes covered in Key Stage 3:

  • Human and political rights UN, EU and the Commonwealth.
  • Democracy (including elections).
  • Freedom of speech.
  • Major World Religions- including Christianity, Islam and Judaism.
  • Role of media in everyday life.
  • Law and the Justice System.
  • Living in a diverse society.


This is organised across the Key Stage as follows:

Themes covered in Key Stage 4:

  • Tolerance.
  • Community Cohesion.
  • Ethical Issues.
  • Human and political rights
  • UK Citizens.
  • Multicultural Societies.
  • Democracy.
  • UN, EU and the Commonwealth.
  • Types of protest (historical and current).
  • Crime and Laws.
  • Taxes.
  • Employer and Employee rights.
  • Volunteering.

 

2015 will also offer the opportunity to fully engage with a national election in the UK. It is important that young people feel that their opinions and voices are heard and values in a democratic and diverse society.

At Key Stage 5 we have developed a Beliefs and Values curriculum that based around a number of key questions. Each of these allows students to explore the concepts implied whilst developing those skills needed to become successful citizens. Some examples of the questions for 2014 – 2015 are:

Are rights based on custom?
Is there such a thing as ‘the common good’?
Is it ever just for the state to use violence?
Is revelation a form of knowledge?
Do words have exact definitions?

As well as the core curriculum time given to Beliefs and Values we ensure that all aspects of school life promote preparation for, and an appreciation of, life in modern Britain.

As well as being given chance to experience democracy in action, the curriculum in Beliefs and Values ensures that students are able to appreciate and explore what it means to be part of a global society. This also extends to other parts of the school for example:

  • Year 10 Citizenship GCSE students tackle issues associated with being part of a global society, for their controlled assessment piece. 
  • Key Stage 3 History curriculum deals with the Nazi Holocaust and the whole school marks Holocaust Memorial Day. 
  • The Dream Believe Achieve programme. This programme covers various self-development topics but also includes elements such as 'Challenging Stereotypes' and 'Dealing with change.'


Finally, an annual assembly rota identifies key members of staff who deliver key themes through assemblies. As a school we fully adopt the Collective Worship policy as set out by the government. This means that each assembly is reflective in nature and holds true to Christian values. However we are not a faith school and thus we do not seek to promote any one religion.