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:
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:
This is organised across the Key Stage as follows:
Themes covered in Key Stage 4:
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:
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.