Character Education

Term 1 Enquiry Question: How am I developing skills and aspirations?

This topic investigates how students can become their best selves. We begin with induction lessons to understand TSS's expectations and procedures, then consider different choices and pathways available in education and careers. Students reflect on their aspirations, teamwork skills, goals and plans for the future. For the Religious Education element of the course, we begin our study of Sikhism, and students will explore what it means to be a Sikh in Britain today. Students will develop knowledge and understanding of ways of living, beliefs and values as they consider what it means to become their best selves.

Term 2 Enquiry Question: How can I build relationships?

This topic investigates how students can relate to others, including building skills for positive relationships and understanding the importance of consent. Students will be able to link this to how a Sikh’s pathway through life shows commitment to quality and service and learn how to evaluate different views about community cohesion.

Term 3 Enquiry Question: How can I manage my transition and safety? 

This topic investigates how students can keep themselves and others safe. We expect Y7 sets to change in term 3, so studying self-concept and managing risk and personal safety will help students manage this change in classes. They will investigate their ideas and beliefs by comparing how and why Sikhs remember God and develop skills in exploring ultimate questions.

Term 4 Enquiry Question: How do I make financial decisions?

This topic investigates how students can responsibly express who they are. By continuing with studies of Sikhism, students will investigate diverse beliefs and practices to understand what it means to be a part of the Khalsa. They will also apply their learning skills to their rights and responsibilities to make financial choices that express their personal choices and beliefs.

Term 5 Enquiry Question: How do I practise diversity?

This topic investigates how students can fit into a diverse world. Students will consider social influences and their impact on others through bullying, abuse and discrimination. We will explore how to practise diversity in everyday life by how we treat others and compare this to teachings and sources of wisdom in Sikhism through Guru Nanak’s teachings on equality and service.

Term 6 Enquiry Question: How do I manage my health and puberty?

This topic investigates how students can look after their mental and physical health. As students prepare to move into Y8, we will learn about healthy lifestyle choices, sexual health and puberty. Through exploring interpretations of belief systems, we will also find out about Sikh duties from the Guru Granth Sahib, including prayer, work, and giving to others, and compare them to students’ own opinions and beliefs.

Term 1 Enquiry Question: How do I fit into my community and local careers?    

This topic investigates how students can become their best selves. We begin with lessons on communication skills to understand the best ways to speak your mind, listen and give feedback. Students reflect on work and career options by considering what they need to plan for, what opportunities are in our local area and how they might improve their prospects. For the Religious Education element of the course, we begin our study of Buddhism, and students will explore how and why the teachings of the Buddha might have meaning today. Students will develop knowledge and understanding of these teachings and sources of wisdom as they consider what it means to become their best selves.

Term 2 Enquiry Question: How do I develop my identity and relationships?    

This topic investigates how students can relate to others. Students will build on previous learning about consent and explore their ideas about relationship values. We will build knowledge and understanding of ways of living by studying how and why Buddhists try to follow the Four Noble Truths and compare this to ideas others might have about the causes and solutions to suffering.

Term 3 Enquiry Question: How can I avoid the misuse of drugs and alcohol?    

This topic investigates how students can keep themselves and others safe. Students will learn the age-appropriate information needed to understand how to manage risk and personal safety around drugs, alcohol and tobacco. We will explore the Buddhist community and its essential teachings to evaluate views about community cohesion and compare them to other worldviews on keeping one another safe.

Term 4 Enquiry Question: How can I improve my digital literacy?    

This topic investigates how students can responsibly express who they are. We will learn media literacy skills and digital resilience to manage online behaviour and understand how to access help with online dangers. Students will explore different ways people communicate online and offline, including how and why Buddhists use statues, beads, bells and mudras to express their faith.

Term 5 Enquiry Question: What is wrong with discrimination?    

This topic investigates how students can fit into a diverse world. We will build on previous learning to understand our responsibility and impact on others through bullying, abuse and discrimination. Students will develop an understanding of Buddhism and the special place for prison chaplaincy in Buddhist practice and compare it with other views on prejudice and stereotypes.

Term 6 Enquiry Question: How do I manage my emotional well-being?

This topic investigates how students can look after their mental and physical health. We will explore how and why Buddhist people use the Wheel of Life and evaluate worldviews on worship. Students will learn about healthy eating, exercise, stress management and dealing with anger, jealousy and fear. In preparation for moving up to Y9, students will develop an understanding of their own responsibility and life choices to maintain their mental health and emotional well-being.
 

Term 1 Enquiry Question: How can I set career goals?

This topic investigates how students can become their best selves. For the Religious Education element of the course, we begin our study of Islam by focusing on what British Islam means and what it is like to be a Muslim in our local community. This reflects that RE starts with encounters with living faiths rather than the belief structures of traditions. This also recognises the diversity within and between people of the same and different religions that students may encounter in the work environment and later life experiences. Students then reflect on employment rights and responsibilities, career choices and GCSE choices that will help them become their best selves. 

Term 2 Enquiry Question: What does it mean to be in an intimate relationship?

This topic investigates how students can relate to others. Students will learn age-appropriate information to explore managing diverse and conflicting values as individuals, families and within the community. We will explore what it means to be a British Muslim and what Islamophobia means, and students will learn about the roles of men and women in Islam and the Muslim family. We will also explore what gender identity and transgender mean and how to skillfully respond to moral and ethical questions to help form and maintain respectful relationships.

Term 3 Enquiry Question: How can I manage peer influence, substance use and gangs?

This topic investigates how students can keep themselves and others safe. We will explore ethical decisions around gangs and knife crime and study how the human teenage brain develops to avoid danger. Students will also evaluate different views of Islam in the media and develop their previous learning on what can be done to challenge Islamophobia. 

Term 4 Enquiry Question: How can I develop my employability skills?

This topic investigates how students can responsibly express who they are. We will explore how British Muslims express faith and culture through prayer, Zakah, Sadaqah, Ramadan and Hajj. Students will also learn how self-expression, manners and behaviour improve their employability. This includes their learning skills and communication both online and offline.

Term 5 Enquiry Question: How can I maintain respectful relationships?

    
This topic investigates how students can fit into a diverse world. We will explore the role of Muslims and Muslim charities in our local community and evaluate Islamic beliefs on suffering and the responsibility of Khalifah. Students will understand the Equality Act and the meaning of hate crimes and study democracy and voting rights in the UK.

Term 6 Enquiry Question: How can I develop a healthy lifestyle?

This topic investigates how students can look after their mental and physical health. Students will complete their study of Islam by exploring ijtihad, including the Qur’an rules, Islamic Dress and self-responsibility. In preparation for moving up to Y10 and KS4 exams, we will explore signs of stress, reasons students might suffer stress and coping mechanisms to maintain good mental health.
 

Term 1 Enquiry Question: How can I make financial decisions?    

This topic investigates how students can become their best selves. For the Religious Education element of the course, we begin our study of Christianity by focusing on who Christians believe God is and evaluating different denominational beliefs and practices using evidence. This is to reflect the fact that RE starts with encounters with living faiths rather than the belief structures of traditions. This also recognises the diversity within and between people of the same and different religions that students may encounter in the work environment and later life experiences. Students research work experience options, contact potential employers, and practise interview skills and CV writing. Students will develop knowledge and understanding of learning skills, financial choices, media literacy and digital resilience to help them become their best selves in the workplace.

Term 2 Enquiry Question: How can extremism and radicalisation be addressed?

     
This topic investigates how students can relate to others. Students will study current living issues in Britain, including challenging discrimination and how to challenge invisibility discrimination. We will continue exploring the Christian faith by learning about the Bible, particularly the New Testament. Students will compare Christian and other worldviews on life after death and analyse their own opinions.

Term 3 Enquiry Question: How can I look after my mental health and that of others? 

    
This topic investigates how students can keep themselves and others safe. Students will study emotional well-being and ways to deal with stress. We will build on previous education on managing risks and personal safety, including mental well-being as an employee. We will continue exploring the Christian faith by considering whether all Christians need to attend church. Through analysis of the diversity of religious expression and ways of life within this religion, students will be encouraged to reflect on where they fit into a community and how they participate in remembrance and celebrations.

Term 4 Enquiry Question: How can I get the most out of work experience?

This topic investigates how students can responsibly express who they are. Students will study how to market themselves as a potential employee, building towards work experience and their rights and responsibilities in the workplace. We will continue exploring the Christian faith by investigating ideas of experiencing God, worship and examples of lifelong commitment to a religion. By examining how religions influence individuals and societies, students can reflect on how they express themselves as a young adult in the world.

Term 5 Enquiry Question: How can I better understand a healthy relationship?

 

This topic investigates how students can fit into a diverse world. Students will learn age-appropriate information about others, including skills for successful, positive relationships with friends, family, and romantic partners. We will continue exploring the Christian faith by comparing it to religious teachings on love, marriage, and family. By considering the importance of multi-faith and multicultural Britain, students can analyse the nature of relationships according to various perspectives.

Term 6 Enquiry Question: How can different people, substances and the media influence me and my independence?

 

This topic investigates how students can look after their mental and physical health. Students will complete their studies of the Christian faith by investigating ultimate questions, including the quality of life compared to the sanctity of life, whether good and evil exist and whether miracles can happen. In preparation for moving up to Y11, we will also remind students of their responsibilities and how to manage the risks of drugs, alcohol and addiction or dependency.
 

Term 1 Enquiry Question: What are my next steps after GCSEs?

This topic investigates how students can become their best selves. For the Religious Education element of the course, we begin our study of peace and conflict by focusing on what religious sources of wisdom might teach about violence. We use these sources of knowledge to recognise the diversity within and between people of the same and different religions that students may encounter in the work environment and later life experiences. Students then research Kent Choices of post-16 education and work opportunities, studying types of employment and preparing personal statements and sixth-form applications. Students will develop knowledge of different work and career choices and pathways available and evaluate varied perspectives on community cohesion issues and their responsibility for becoming their best selves.

Term 2 Enquiry Question: What does it mean to be a family? 

This topic investigates how students can relate to others. We will continue our study of peace and conflict from a Sikh perspective and learn about teachings on violence, Langar sewa and Sikh charitable work. Students will then learn about parenting skills and family life from different perspectives and become aware of exploitation and relationship abuse. We will cover how to get help and relationship support, including in sexual relationships, to build and maintain positive partnerships in the future.        

Term 3 Enquiry Question: How can I prepare myself for the future? 

        
This topic investigates how students can keep themselves and others safe. We will continue our study of peace and conflict from a Muslim perspective and learn about social justice and peacemaking teachings and examples of Muslim peacemakers in our community. Students will revisit previous learning on consent and managing personal safety by studying sexual health and the impact of pornography on relationships.

Term 4 Enquiry Question: How can I manage money well?

    
This topic investigates how students can responsibly express who they are. We will continue our study of peace and conflict from a Christian perspective and learn about just war theories and peacemaking teachings. Students will revisit previous learning about money management and investigate their rights and responsibilities as consumers, as well as the importance of budgeting and managing money stresses and pressures, including credit and debt.

Term 5 Enquiry Question: Why is communication important in relationships?

This topic investigates how students can fit into a diverse world. We will conclude our study of peace and conflict by analysing idealism, activism and disappointment in religious peacemakers and influencers. Students will also conclude learning about relationships and sexual health by analysing pregnancy choices and consent at an age-appropriate level.
 

Year 12

Term 1 Enquiry Question: How can I manage my career choices?    

This topic investigates how students can become their best selves. For the Religious Education element of the course, we begin our study of philosophy and ethics by looking at the theories of Aquinas, Paley and evolution. Students will evaluate philosophical and ethical worldviews before researching the opportunities available post-18. Students will develop knowledge and understanding of apprenticeships, university degrees and job application processes. 

Term 2 Enquiry Question: How can I develop and maintain respectful relationships?

This topic investigates how students can relate to others. Students will continue studying ethics by investigating natural law, situation ethics and issues of sexuality. We will build on previous learning on relationships and consent and analyse relationship pressures and expectations of their age group. Students will be able to reflect on issues of sexual morality and investigate various religions and worldviews on sexual ethics, contraception and parenthood.

Term 3 Enquiry Question: How can I look after my physical health? 

This topic investigates how students can keep themselves and others safe. Students will continue studying ethics by examining the sanctity of life in the 21st century compared to past views and opinions. They will consider their autonomy in life decisions and debate issues of euthanasia acts and omissions. We will cover the importance of physical health and nutrition, and students will be encouraged to make positive lifestyle choices to maintain their physical health for future employment opportunities.

Term 4 Enquiry Question: How can I manage my finances?

     
This topic investigates how students can responsibly express who they are. Students will continue studying ethics by investigating globalisation, ethical action, capitalism and consumerism. They will consider the ultimate question of conscience and how this relates to spending habits. We will cover money management, bills and budgeting, and students will be encouraged to take responsibility for their finances to prepare for full-time employment expectations.

Term 5 Enquiry Question: How can I support my friends and peers?

This topic investigates how students can fit into a diverse world. Students will continue studying ethics by investigating naturalism, intuitionism, emotivism and moral values. They will consider to what extent all people are created equal and how they can feel their worth and esteem when managing risks in social situations. We will analyse the influence of beliefs, teachings and practices on individuals, communities and societies to prepare students to consider their moral values as future professionals.

Term 6 Enquiry Question: How can I manage my safety?

This topic investigates how students can look after their mental and physical health. Students will build on their previous learning on moral values and personal risk by learning how to manage sexual health, including making choices about contraception and parenthood. We will learn about legal issues and the importance of safety and consent. In preparation for moving up to Y13 and full-time employment, we will learn about different business structures, finance options and entrepreneurship.

 

Year 13

Term 1 Enquiry Question: How employable am I? 

This topic investigates how students can become their best selves. We begin with evaluating what it means to be independent and take responsibility for our health care and behaviour as workers, students, and consumers. For the Religious Education element of the course, we begin our study of ethics by looking at corporate social responsibility, utilitarianism and Kantian business ethics. Students reflect on whether businesses should be required to follow ethical principles and, therefore, evaluate different religious approaches to business ethics. Students will build on their previous knowledge and understanding of various work and career choices and pathways available as they continue to understand how to become their best selves.

Term 2 Enquiry Question: How can I stay safe in social settings?  

This topic investigates how students can relate to others. Students will continue studying ethics by investigating religious ideas on sexual ethics, Kantian ethics and marriage, and utilitarianism and sexual ethics. We will consider whether good ethics are safe and then consider how to reduce harm and look out for one another. Students will revisit prior learning on safe, happy, and legal relationships and compare different worldviews on sexuality and contraception.

Term 3 Enquiry Question: How can I manage my mental health?

     
This topic investigates how students can keep themselves and others safe. Students will continue studying ethics by investigating Aquinas and Freud’s views of the conscience. We will investigate how to deal with stress and guilt and compare different religions and worldviews on decision-making, sin and God. Evaluating different viewpoints and comparing them with their students will develop an idea of self-concept and learn how to manage mental health and emotional wellbeing.

Term 4 Enquiry Question: How can I manage my money?     

This topic investigates how students can responsibly express who they are. Students will continue studying ethics by investigating conscious reasoning compared with unconscious minds, particularly concerning spending and saving money. We will examine strategies and coercion with a focus on finances, as well as getting support for mental health. Students will explore why wealth and poverty are our responsibility, investigating different community issues and our role in contributing to the community around us.

Term 5 Enquiry Question: How can I be respectful in healthy relationships?

This topic investigates how students can fit into a diverse world. Students will focus on preparation for leaving school and reflect on what it will be like to be new in new places. We will reflect on our qualities, skills, and talents and apply previous ethics and character education to plan toward aspirations and goals.