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The Oscar Romero Award

The Oscar Romero Award

Participator Level

At this level, the school will self-assess to see what they already do – how are they living their mission as a Catholic community? Do they already take part in any social justice awareness or promotion activities?

Selection of Evidence

Select four different targeted exemplars to reflect the comments you have made in each of 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.

Participator Level descriptors

1. Strategic

Does the school have policy statements agreed by the Governing Body about commitment to challenging injustice? If so briefly summarise or extract/highlight relevant sections from these policies which reflect Catholic Social Teaching (CST)

What does the school do that helps promote CST?  e.g. dignity of the human person, rights and responsibilities, dignity of work and rights of workers, care for God’s creation, preferential option for and with people who are poor.

Does the school have a person responsible for social justice and/or charitable undertakings?

Ideas which might contribute to this section:

An equal pay policy which is fair to all staff and which recognises each individual's contribution.

A community cohesion policy that ensures teachers show tolerance and respect of others, maintain British values and ensure that personal beliefs are not expressed in ways which exploit pupils vulnerability.

A behaviour policy that counts racial, homophobic or religious abuse or assault of a student or member of staff as a most serious behaviour.

A school equality policy that ensures pupils and members of staff have the opportunity to fulfil their potential whatever their background.

A Fairtrade policy.

A designated teacher to promote the way the school puts its Christian faith and ideals into action.

Support for particular organisations or projects e.g. CAFOD, a partner school in Africa/Asia/Latin America, a Justice and Peace Group, campaigns such as Black Lives Matter.

Any strategic decisions taken during the pandemic to support the wider community, struggling families or vulnerable children.

2. Curriculum

How do students/pupils learn about causes of poverty or social justice issues across the curriculum in a range of subjects?

Do students/pupils learn about climate change and living sustainably?

Outline how the school uses any resources from charities that promote justice and fairness in line with CST.

Ideas which might contribute to this section:

Examples (e.g. lesson plans and exemplars from students/pupils work) of what is taught in the Religious Education curriculum about the causes of poverty or social justice issues e.g Rwandan genocide

Examples (e.g. lesson plans and exemplars from students/pupils work) of what is taught in other areas of the curriculum such as in English treatment of the poor in literature e.g. 'A Christmas Carol' focusing on the true meaning of Christmas, family and generosity of spirit; 'Of Mice and Men' discussing how and why the rights of women, black people and those with disabilities have changed from 1930s-1940s in America.  Social justice issues in History and Citizenship e.g. Holocaust and campaigns such as Black Lives Matter.  Using IT to research and develop websites and webpages on justice concerns.

Examples (e.g. lesson plans and exemplars from students/pupils work) from areas of the curriculum which teach about climate change and living sustainably e.g. Geography and Science.

Examples from 'themed' curriculum based activities e.g. On Earth Day, Holocaust Memorial Day, Black History Month

Examples 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

Campaigns in school which promote living sustainably e.g. not wasting water, improving recycling, automatic lighting.

How resources from charities that promote justice and fairness are used e.g. visiting speakers from CAFOD who use their resources to teach about different issues and what CAFOD are doing to help with these.

3. Practical

Describe briefly and demonstrate through photographs, extracts from newsletters etc how the school raises money for any of the following local, national or international charities that support CST.

Does the school engage students/pupils in leadership groups? If so briefly describe and include, for example, minutes of meetings etc.

Illustrate how the school is involved in raising awareness about any justice issue in line with CST.


Ideas which might contribute to this section:

How does the school raise money e.g. for local charities like Age Concern and international charities such as CAFOD through non-uniform days, house/class fundraising days, discos and coffee mornings; events like a Penny Fayre, 'Christmas Jumper Day', CAFOD breakfast

How does the school engage students/pupils in a leadership group e.g. a School Council/Eco Group which meets regularly to discuss issues and implement changes around the school.

What activities does the school engage in to raise awareness about justice issues e.g. developing links with a local care home, Charity Week, Fairtrade Fortnight, invitation to outside speakers such as a Colombian banana farmer who has benefited from the work of Fairtrade or a worker from a charity, Black Lives Matter etc

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.