Definition:

Feeling closer to wholeness through confronting and challenging unfairness. 

How this pathway is developed:

• Classes are named after famous courageous activists, both local and international, such as: Sancho-Thunberg and Best class.
• History curriculum includes learning about inspirational figures from all communities, including: The Windrush generation; Martin Luther King; Mae Jemison.
• Reading spine deliberately chooses books with social injustice and inspirational characters at their core, including: ‘Young, gifted and black’; ‘I am not a label’.
• Opportunities for pupils’ voice to be heard and to make change through school council and faith group.
• Opportunities to shape change around causes which are relevant locally and internationally to the children, such as: Lewisham’s Anti-Idling Campaign; raising money for Turkey following earthquakes; school and local foodbanks.
• Behaviour blueprint has restorative conversations and taking responsibility at its heart.
• Thinking Hard tasks across the curriculum and challenge tasks are inherent and encouraged so pupils can encounter failure and success.
• Whole school worships challenge social injustices and confront causes which are relevant to the children.

Definition:

Feeling closer to wholeness through learning; thinking deeply. 

How this pathway is developed:

• Thinking hard tasks across the curriculum encourage debate, discussion and thought.
• The curriculum is unapologetically ambitious.
• Topic enrichment home learning activities encourage a broadening of knowledge around subject matter.  

Definition:

Feeling closer to wholeness through engaging with nature and being outside. 

How this pathway is developed:

• Learning environment expectations reflect natural hues and tones.
• Plants are included in all rooms.
• EYFS use of natural objects for provision, such as maths counters.
• Outdoor provision happens across all weather in EYFS.
• Development of school outside spaces, including the KS1 playgrounds and EYFS outdoor area.
• Class trips take place every half term.
• Daily Mile takes place daily outside. 
• A variety of sports tournaments are held, including inter and intra school events.

Definition:

Feeling closer to wholeness through having moments of aloneness and quiet. 

How this pathway is developed:

• Fundraising events which encourage ‘abstinence’ such as sponsored silences during the Bishop's Lent Call.
• Moments in the school day for silence and stillness, including during worship and RE sessions.
• Areas of the school are set up for pupils and adults to experience solitude and reflect, such as: reflection areas and our Quad.

Definition:

Feeling closer to wholeness through worship or calming actions. 

How this pathway is developed:

• Pupils have space to write their own prayers and share on prayer trees or during worship.
• RE curriculum provides space for pupils to represent their reflections through art and music.
• Pupils have the chance to sing in school worships and praise through movement.

Definition:

Feeling closer to wholeness through sensory stimulation. 

How this pathway is developed:

• Use of candles, chime bowls in worship and RE sessions.
• Use of Understanding Christianity resources to focus breathing during mindfulness.
• Practical resources are used during curriculum sessions
• Music is used at specific times of the school day to evoke specific responses.

Definition:

Feeling closer to wholeness through new experiences, dance and celebration. 

How this pathway is developed:

• Celebration worships let pupils dance and be joyous.
• A range of music is used in worships, including gospel songs, traditional African music.
• Music is played at lunchtimes and dancing and smiles are encouraged.
• Whole school days, such as Diversity Day encourage togetherness with song and traditions.
• Music opportunities in the community are seized, such as at Blackheath Halls.

Definition:

Feeling closer to wholeness through showing love and compassion to others. 

How this pathway is developed:

• Behaviour blueprint for children and adults outlines the need to be welcoming to each other and guests, including the use of sign language.
• KS2 Lunchtime helpers support in the KS1 playground.
• School foodbank gives to parents in need.

Definition:

Feeling closer to wholeness through deliberate routines and rituals. 

How this pathway is developed:

• Worships follow a liturgical structure and are binded to Christian traditions.
• School life centres around whole school worship, providing a rhythm and routine to the school day.
• ‘Routines’ are central to life at St George’s: Behaviour routines and phrases; timetables; learning routines and scaffolding routines.
• Website news stories are used in class and as a whole school to remember and reinforce traditions.
• The Christian calendar is referenced in worships and reflected in altar displays.
• Parent workshops take place annually and form part of the rythmn of school life.