Catholic Social Teaching

In PSHE, "Creation and Environment" involves fostering an understanding of ecological responsibility, sustainability, and humanity's impact on the world, while creating a safe, inclusive, and supportive learning space. This topic explores topics like climate change, biodiversity, and ethical choices, empowering pupils to care for their surroundings. Sustainability and Citizenship: Pupils learn about plastic pollution, recycling, and the impact of human activity on the planet.

• Active Citizenship: Discussions often cover how to make the world a better place, encouraging positive environmental contributions.
• Nature and Wildlife: Understanding biodiversity and the importance of protecting habitats.
• Global Awareness: Understanding the interconnectedness of environmental issues like rising temperatures and resource consumption.

Dignity of Work and Participation

We acknowledge work is a form of participating in God’s creation. We encourage all pupils to have a strong work ethic, both whilst they are in St. James but also in the wider world. We allow our pupils opportunities through our PSHE and wider curriculum to explore different career options and to learn about money and how this can be earned and spent.

Year 6: Make sculptures of the human body and explore how God made us all unique.

Year 5: Draw self-portraits, focussing on identity and learning that every person is made in the image of God.

Year 1: Study female European artist Sonia Delauney; learning that creativity connects people globally.

Year 2: Learn to respect cultures different from their own through studying the work of African artist Esther Mahlangu and tribal mask designs.

Year 1: Children learn to notice the world and appreciate beauty in nature with an introduction to landscapes.

Year 3: Focus on patterns on insects and nature, creating art inspired by Charles Rennie Macintosh.

Year 2: Children study Cezanne and learn that he studied fruit again and again, showing the importance of patience and dedication to his craft. They learn that the artist Mondrian explored careful arrangement and precision; showing that ordinary things are special.

Year 2: Children work collaboratively to design a textile blanket – focussing on shared decision making, teamwork, listening to others’ ideas and peer evaluation.

Year 6: Designing phone cases, considering and respecting the needs, preference and wellbeing of different consumers.

Dignity of Work and Participation

St James’ PE program is designed to be inclusive and accessible, ensuring that no child is excluded due to ability, background, or circumstance. Extra support, adapted activities, and encouragement are provided so that vulnerable or less confident students can fully participate. This reflects the school’s commitment to caring for those who may need additional help and ensuring equal opportunities for all.

Dignity of the Human Person

Year 1: Exploring how Florence Nightingale treated all people with respect and care simply because they were human.

Year 2: Reflecting on how the Great Fire of London affected people differently and how society responded.

Year 3: Exploring the Ancient Greek civilisation, considering how different societies treated individuals.

Year 4: Considering the effects of the invasion of the Romans on the lives of Britons who were enslaved.

Year 5: Exploring in the Early Islamic Civilization topic how people of all cultures and levels of society worked together, showing respect for people’s abilities and contributions.

Year 6: Reflecting on how societies treat people who break the law while still respecting their human worth.

Year 1: Mary Anning – Investigating how working cooperatively as a team with other scientists helped us discover more about Earth’s history.

Year 2: The Great Fire of London – examining how people worked together to rebuild London.

Year 5: Early Islamic Civilization – understanding how cooperation between scholars, merchants and communities helped spread ideas, showing how societies can work together.

Year 6: Exploring how people and nations support one another during times of war and conflict.

Year 1: Considering how Mary Anning’s work as a scientist benefited society as a whole and not just one person.

Year 2: Discovering how Florence Nightingale strove to create conditions where everyone in society could live healthy, safe and fulfilling lives.

Year 4: Exploring how the Romans through their inventions helped improve the lives of people in Britain through for example their building of roads, towns.

Year 5: Examining how Anglo Saxons and Viking society cooperated with day to day life, assigned roles and promoted the wellbeing of the whole village and not just a few people.

Option for the Poor and Vulnerable

Year 1: Examining how Florence Nightingale chose to care for the weak and vulnerable when many people ignored their suffering during the Crimean War.

Year 3: Stone Age to Iron Age – considering hoe early humans supported weaker member of society.

Year 5: Exploring that in Islamic society charity was encouraged through the practice of Zakat, where wealthier people helped those who were less fortunate.

Peace and Reconciliation

Year 4: Roman Britain – exploring how conflicts between different groups were resolved following the invasion of Britain.

Year 5: Exploring how Anglo Saxon and Viking communities made peace treaties and settled disputes through negotiation rather than ongoing fighting. Focus on reconciliation – restoring relationships and living in harmony despite past conflicts.

Year 6: Examining that conflict shows the consequences when human dignity, fairness and justice is ignored. Teaches us that every human deserves respect, even in disagreement.

Creation and Environment

Year 3: Investigating how the Ancient Greeks were stewards of creation, using resources carefully so they last and help everyone.

Year 4: Ancient Egypt relationship with the River Nile – how the environment shaped civilization.

Dignity of Work and Participation

Year 1: Mary Annings contributions as a working-class woman in science and shows how talent, hard work and curiosity can help everyone learn more about the world.

Year 3: Stone Age to Iron Age – the development of farming, trade and tools.

Year 4: Exploring the hierarchy of society in Ancient Egypt and considering whether workers or slaves were treated fairly.

Year 5: Examining how people of all levels of society contributed through work, helping cities like Bagdad become centres of culture and learning.

Year 1: Exploring how everyone in the local area of Hebburn matters.

Year 2: Comparing UK and Kenya – understanding how different communities live and their equal dignity.

Year 3: Investigating how rivers facilitate connections between people, places, and communities.

Year 4: Studying the effects of natural disasters of volcanoes and earthquakes on peoples lives and communities.

Year 5: Examining access to clean water and energy as fundamental human rights, with an emphasis on promoting the fair distribution of global resources.

Year 6: Reflecting through biomes topic on how all communities deserve a good quality of life, no matter where they live.

Year 1: Developing an understanding of different climates and how extreme weather affects people differently.

Year 4: Studying the effects of supporting people and communities affected by natural disasters – in terms of sending aid, food and rescue teams.

Year 5: Exploring our shared responsibility within a global community by recognising how the use of natural resources impacts people worldwide and examining ways to support sustainability and assist communities in need.

Year 6: Examining the importance of supporting indigenous communities and protecting rainforest environments.

Year 1: Exploring the importance of sharing the Earth’s resources fairly, including water and food, so that everyone can live well.

Year 2: Learning about the similarities and differences of life in the UK and Kenya – recognising the interconnectedness of all people and places.

Year 4: Exploring how countries affected by natural disasters - such as volcanic eruptions and earthquakes - design and construct safer buildings, as well as create effective emergency response plans.

Year 5: Investigating how the use of renewable energy sources supports the sustainable and equitable preservation of global resources.

Option for the Poor and Vulnerable

Year 2: Comparing Kenya and the Uk – understanding economic disparities and challenges different communities face.

Year 3: Journey of a River – examining communities’ reliance on rivers for clean water and the effects of pollution and flooding.

Year 5: Exploring that we should prioritise helping poorer communities, who often lack access to clean water, energy or fertile land, through fair trade and sustainable development.

Peace and Reconciliation

Year 1: Exploring hot and cold places – understanding how climate change can cause global tensions over resources.

Year 4: Reflecting on the aftermath of volcanic eruptions and earthquakes, focusing on how communities promote cooperation, fairness, and the rebuilding of relationships.

Year 5: Examining how resource scarcity impacts communities and nations, and how promoting peace requires resolving resource-related disputes fairly and cooperatively.

Year 6: Demonstrating that conflict arises when human dignity, fairness, and justice are disregarded, and highlighting the need for equitable solutions that respect both people and the environment.

Creation and Environment

Year 1: Understanding that diverse climates form part of a shared world and recognising the responsibility to care for animals and environments in regions such as hot deserts and polar areas.

Year 3: Recognising rivers as part of God’s creation and emphasising our responsibility to care for them and their associated wildlife.

Year 4: Examining how support for communities in disaster-prone areas helps restore the environment, upholding both human dignity and care for creation.

Dignity of Work and Participation

Year 1: Learning about people who help in the community, recognising the different roles they undertake and the valuable contribution they make.

Year 3: Journey of a River – examining the essential roles of farmers, fishermen, and river conservation workers.

Year 4: Exploring how all individuals can contribute to and participate in rebuilding their community after natural disasters such as earthquakes or volcanic eruptions.

Year 5: Investigating the need for safe, fair, and sustainable working practices in natural-resource industries, emphasising that all people have the right to work responsibly and to participate in decisions about resource use.

Pupils develop an understanding of the value and uniqueness of every individual through the study of the human body and health.

EYFS: Pupils begin to recognise their own bodies and basic self-care needs, including hygiene and healthy routines.

Key Stage 1: Pupils identify basic human needs (nutrition, water, air) and understand the importance of keeping healthy.

Key Stage 2: Pupils study more complex body systems (e.g. skeletal system in Year 3, circulatory system in Year 6) and evaluate lifestyle choices, recognising that all individuals deserve care, respect and access to health and wellbeing.

The science curriculum promotes collaboration, shared responsibility and respect for others’ contributions.

EYFS: Pupils engage in shared exploration and cooperative play within the natural world.

Key Stage 1: Pupils participate in simple group investigations, learning to share resources and communicate findings.

Key Stage 2: Pupils plan and carry out fair tests collaboratively, evaluate evidence collectively, and explore how global scientific challenges (e.g. climate change) require cooperation across communities and nations.

Pupils understand how scientific knowledge and innovation contribute to the wellbeing of society.

EYFS: Pupils learn to care for their immediate environment and shared spaces.

Key Stage 1: Pupils explore plants, animals and habitats, recognising the importance of caring for living things.

Key Stage 2: Pupils examine how science supports communities (e.g. renewable energy in Year 5, water cycles and conservation), considering how scientific advancements should benefit all.

Option for the Poor and Vulnerable

Pupils are encouraged to reflect on inequality and the role of science in addressing global challenges.

EYFS: Pupils begin to understand that some people may need additional support to stay healthy and safe.

Key Stage 1: Pupils explore basic needs and begin to recognise that access to resources is not equal worldwide.

Key Stage 2: Pupils investigate issues such as access to clean water, nutrition and healthcare, linking scientific learning (e.g. states of matter, microorganisms, or health) to real-world contexts and ethical responsibility.

Science learning fosters respectful dialogue, critical thinking and resolution through evidence.

EYFS: Pupils develop turn-taking and cooperative behaviours during exploration.

Key Stage 1: Pupils begin to discuss ideas and listen to others during investigations.

Key Stage 2: Pupils engage in reasoned scientific discussion, using evidence to resolve differences of opinion and recognising how scientific developments can promote peace, such as through medicine and technology.

Stewardship of the Earth is a central theme, with pupils developing an understanding of environmental responsibility.

EYFS: Pupils explore the natural world, observing changes and showing care for living things.

Key Stage 1: Pupils study seasonal changes, plants and habitats, developing early awareness of environmental care.

Key Stage 2: Pupils deepen their understanding of ecosystems, adaptation, climate change and sustainability (e.g. habitats in Year 4, Earth and space in Year 5, environmental impact in Year 6), recognising their role in protecting God’s creation.

Dignity of Work and Participation

Pupils recognise the value of scientific work and their own participation in enquiry.

EYFS: Pupils take part in exploratory activities, developing curiosity and engagement.

Key Stage 1: Pupils learn about the role of scientists and inventors, understanding how their work helps others.

Key Stage 2: Pupils study significant scientists and their contributions, develop independence in scientific enquiry, and understand how careers in science contribute to the common good.

Option for the Poor and Vulnerable

Dignity of Work and Participation

Learning about different roles in society; encouraging all pupils to participate actively in discussions and performances. Participation in spelling bees and local poetry competitions— particularly those linked to local history and community—celebrates effort, aspiration, and pride in pupils’ contributions.