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The Oscar Romero Award

The Oscar Romero Award

Developer Level

At this level, the school community will be challenged to develop what they already do. The school develops an image that shows and identifies with the Church’s call of ‘preferential option for the poor.’  What impact do these activities have on the school community?

Selection of Evidence

Select targeted exemplars to reflect the comments you have made in your summary statements.

Appropriately name each evidence type e.g. Pay Policy, SoW.

Ensure you load only evidence which can be accessed from your submission.  There is a limit to the size of file which can be added.  Currently there is not the capacity to accept video material except via a YouTube link.

Developer Level descriptors

1. Strategic

Do the school's policy statements, agreed by the School Leadership and the Governing Body,  promote Catholic Social Teaching? If so briefly summarise.

How does the dedicated leader and group promote and develop CST in the school and community? 

Ideas that might contribute to this section:

How is CST driving the development of school policies e.g. does the Behaviour Policy/Pay Policy explicitly mention how they relate to the promotion of CST?

Has the school further developed any of its policies and practices to promote CST e.g. in the light of what was learnt from achieving the Participator Level?

Has the school taken strategic decisions during the pandemic which promote CST e.g. support for the wider community, struggling families, vulnerable children etc?

How is the school developing its continued promotion of CST e.g. is the leader or group actively seeking to involve students/pupils, teachers, support staff, parents and governors in its activities?

2. Curriculum

Are themes of CST evident in a number of curriculum areas?  If so how?

How does the school engage with the key themes of the encyclical Laudato Si?

Does the school arrange visits/trips or invite guest speakers in order to develop student’s/pupil’s awareness about social justice issues?  Give some examples.

How does the school engage Governors and Parents in understanding how the curriculum is underpinned by CST?

Ideas that might contribute to this section:

Exemplars e.g. S.O.W, lesson plans or student's/pupil’s work from a number of different subject areas

Evidence of support e.g. examples of where support is being given to subject areas who are in the process of embedding CST into their S.O.W.

Exemplars through student/pupil work or photographs e.g. to illustrate the impact of visiting speakers and visits outside the classroom or national or international campaigns including any follow up actions on raising awareness of social justice issues.

Exemplars e.g. newsletters, parent surveys, parents information evenings, Governors minutes

Evidence of how the school has responded to getting children back to school following the global pandemic and its consequences e.g. targetted lessons for particular groups etc.

3. Practical

Outline how members of the whole school community have a shared vision and commitment to promoting the Gospel values of justice.

Summarise any opportunities for staff to take part in development activities that will enrich and cultivate their understanding of CST.

Identify the composition of the group that supports CST in your school,  outline in what ways  the group is active in promoting justice and fairness and its impact in:

  1.  your school
  2.  the local community
  3.  and national campaigns?

Ideas that might contribute to this section:

Is there a system to support staff in promoting CST and the ethos of your school e.g. through appropriate INSET, induction programme, support programme, new staff guide

Exemplars/Photographs e.g. evidence from the work of students/pupils, activities involving students/pupils/parents or governors

Examples of student led activities e.g. Student Voice and how this impacts on the life of the school community and its decision making

Examples of any activities in which the school has engaged during the pandemic to support the wider community, vulnerable groups, families e.g. making visors, scrubs or face masks, providing laptops, food boxes etc.