“Always taking as its starting point, the person and message of Jesus, Catholic Social Teaching may be defined as the principles developed by the Church on matters of social justice, involving issues of poverty and wealth, education, economics, social organisation and the role of the government.”

We recognise the significance of Catholic Social Teaching, and the importance of our young people having the drive, purpose and understanding to live out these lessons as they step into the world as young adults.

Year group	Catholic Social Teaching Theme
7	Rights and responsibilities
8	Participation – The call to family and community
9	Stewardship – Care for God’s creation
10	Subsidiarity – Dignity and rights of workers
11	Dignity of the human person
Whole school	Preferential option for the poor Solidarity

 

Student Leadership: Chaplaincy Team

Chaplaincy Leadership at STM offers a unique opportunity for students to delve into the rich traditions of the liturgical calendar and develop a profound understanding of prayer and its significance during different seasons of the year. As we deepen our knowledge of the transformative journey Jesus undertook, we invite Him to walk alongside our students as they embark on their own personal, spiritual, and academic paths.

The Chaplaincy Team takes the lead in supporting the organisation of charity events throughout the school, encouraging all students to actively participate in raising funds for causes close to their hearts. By reflecting on the impact of the money raised, students gain a greater awareness of their potential to make a positive difference in our broader community, guided by the principles of Catholic Social Teachings.

Click here to find out more about our Chaplaincy team

Romero Award

We strive to achieve the prestigious Oscar Romero Award, which recognises organisations that embody the spirit of social justice and emulate the legacy of Oscar Romero. As the Archbishop of San Salvador, Romero was a prominent figure in the Catholic church and a symbol of social justice in El Salvador. He passionately advocated for the rights of the poor and oppressed, denouncing violence, and calling for an end to poverty and inequality. Romero's commitment to social justice, rooted in his faith, reflects key principles of Catholic Social Teaching, such as the dignity of every human person and the pursuit of justice and solidarity. His martyrdom while standing with the oppressed serves as a powerful testament to his unwavering dedication. Pursuing this award demonstrates our dedication to promoting Catholic Social Teaching and continuing Romero's legacy.

Faith Formation

RE Lessons

Religious education is the core of the school curriculum. The RE curriculum has been designed in line with the 2012 RECD and is in the process of being updated to encompass the new 2025 RED. RE lessons aim to nurture religiously literate and consciously engaged young people who have the knowledge, understanding, and skills to reflect spiritually, and think ethically and theologically. This allows our students to explore the obligations of Catholic life in modern society, including Catholic Social Teaching and Relationship and Sex Education (RSE). The requirement for Core parity is met.

Service, faith, future sessions

Each week, during morning registration, students have time with their Form Tutor which is dedicated to reflecting upon and developing their faith. In these sessions, they engage with the following...

• The charism of St Thomas More School

• What is Catholic Social Teaching

• Reflection of how students live out Catholic Social Teachings and the school’s mission statement

• Impact and contribution of significant Catholic people

• Gospel values

• Significant times in the liturgical year

Students have specific pages in their journal and half-termly booklets to support this time

Our faith across the curriculum

Art

In Art, KS3 students are taught to be stewards of the Earth by recycling and considering the current state of our planet. Students firstly study 'The Garden of Eden' as a paradise and then are welcomed to create their own idea of a perfect world in our 'Utopia' project. In KS4 students begin with a self-portrait project. Here students are encouraged to embrace themselves and their identities, as they are made in the image and likeness of God. They are reminded that they have been perfectly designed by God. Throughout the curriculum students study a variety of artists from varied backgrounds, here they show love, dignity and solidarity as they respect all. All are required to do their part in keeping up the tidiness of the room and cleanliness of the equipment; here students show subsidiarity. In the Art department students collectively create a safe, nurturing and loving learning environment. Students demonstrate virtues such as kindness, honesty, respect and courage in order to develop such an environment. In Art, students respect each other's artwork and their work space, they must show resilience in the production of every piece of art they create and are reminded to be kind to themselves if they make mistakes. Each lesson, students will naturally display virtuous behaviour, as the foundation of making art requires love, temperance, justice, solidarity and courage.

Business Studies

In GCSE Business Studies, Catholic Social Teaching (CST) and Catholic virtues are integrated through discussions on ethical business practices and real-world case studies. For example, when learning about worker exploitation overseas, students explore why UK companies manufacture abroad for profit while weighing the ethical implications, aligning with CST principles like the dignity of work and the common good. Another example is examining corporate social responsibility (CSR), where students analyse how businesses balance the trade-off between profit with ethical duties, such as paying workers at least the minimum wage and adhering to employment and consumer laws. This reflects Catholic virtues such as justice and stewardship. These discussions encourage moral decision-making and critical thinking in business ethics.

Computing/ICT

In Computing, students embrace the Catholic social themes through topics such as digital citizenship, where students learn about their rights and responsibilities with using technology and how to respect themselves and others whilst online.  In the 'what is a computer?' unit, we show respect for all, looking at how technology can be made accessible for all. Throughout the curriculum, students are empowered to utilise technology effectively so that they can fully engage in modern society and demonstrate stewardship through protecting our earth's resources. Together we explore and appreciate diverse role models and their contributions to Computing. Finally, there are wider curricular clubs and free resources available so that everyone can engage and access the opportunities available.   

Virtuous behaviours are developed with students encouraged to be courageous and apply themselves to new technology/skills; to be patient and resilient when developing these new skills and when learning to be safe and responsible as online citizens.  

Design & Technology

The Catholic Social Teaching themes are ingrained into the subject of Design and Technology.  We strive to promote human dignity through user-centred design, respecting individuals’ rights and needs in the design of products that ensure accessibility and consider the impact of technology on physical and mental wellbeing.  We aim to develop understanding that technology should not dehumanise or exploit vulnerable groups. We encourage students to consider products with the common good in mind, aiming to benefit society and not just a select few, considering the environmental impact and fair labour practices such as Fair Trade.  The principle of solidarity is considered in Design and Technology when students design products to not only serve individual needs, but should also aim to reduce inequalities and promote social inclusion and  address global challenges like climate change. When students involve clients in their design challenges, the principle of solidarity is applied, as involving users in the design process ensures communities and local contexts can shape technology and be more responsive to different needs.

Students may be given the opportunities to consider how design can address the needs of the poorest and most vulnerable, for example, creating low cost or low tech solutions to improve barriers to education, health, clean water in low income communities. Finally, to stewardship which underpins learning in Design and Technology, we endeavour to develop student’s understanding of the environmental and social impact of products and apply the principles of sustainable design in their design thinking.

Incorporating Catholic Social Teaching into Design and Technology helps ensure that the design and development of products leads to a more just, humane, and sustainable world. It challenges students to think as well as focusing them on the real human and environmental impact of their work.

Virtuous behaviours are developed as students reflect on their own design work or grow in confidence as they take a risk and go their own way in their design thinking.  They show courage, determination and resilience as they follow the process of developing iterations of their work to achieve the best outcome. They demonstrate responsibility, self-control and consideration for others, sharing resources as they work through practical tasks ensuring safety for themselves and others. They respond to the need for kindness and compassion when talking about their design ideas with others. 

Drama

Our Faith in Drama: In Drama, Catholic Social Teaching (CST) is embedded through the exploration of storytelling, performance, and collaboration. Drama encourages students to develop empathy, respect, and solidarity by stepping into the lives and experiences of others. Through performance, students explore moral and ethical dilemmas, promoting justice, compassion, and the dignity of all individuals. At KS3, students develop confidence and creativity through Shakespeare, slapstick comedy, and musical theatre, exploring themes of morality, teamwork, and resilience. At KS4, they deepen their understanding by devising theatre, studying Blood Brothers, reviewing live performances, and using Drama to reflect on social issues, subsidiarity and how theatre practitioners use theatre as a means for change.

Throughout Drama, students demonstrate virtuous behaviour by showing courage when performing, resilience when refining their work, and respect when collaborating with peers. They learn the importance of honesty in storytelling, patience in rehearsal, and kindness in supporting one another. The Drama classroom is a space where all students are valued and encouraged to express themselves, reinforcing the belief that each individual has been uniquely created in the image and likeness of God.

English

In English lessons, Catholic Social Teaching and Catholic virtues are thoughtfully integrated through the exploration of literature and collaborative learning. For instance, A Christmas Carol provides a rich opportunity to discuss the virtue of charity and the dignity of the poor, aligning with principles of solidarity and care for the vulnerable. Poetry from diverse voices emphasises the themes of equality and respect for human dignity, fostering empathy and inclusion. Texts from the Romantic era highlight a reverence for creation and the intrinsic value of the natural world, resonating with stewardship and care for the Earth. These themes are further reinforced through class discussions that encourage respectful dialogue, teamwork, and the cultivation of mutual respect, mirroring Catholic virtues in practice.

Food & Nutrition

Catholic Social Teaching (CST) is embedded within the Food and Nutrition curriculum at both Key Stage 3 and Key Stage 4, aligning with the principles of human dignity, solidarity, and stewardship. At KS3, students explore the ethical implications of food choices, considering issues such as food security and everyone having the right to have access to affordable, nutritious meals. Lessons highlight the importance of responsible consumer behaviour, linking to the CST principle of the common good, where students are encouraged to make choices that benefit both people and the planet. Practical cooking sessions further reinforce these values by promoting stewardship of the Earth - considering food waste and the impact that can have. All students can develop essential life skills regardless of background, and fostering a culture of sharing and supporting others.

At KS4, the OCR Food Preparation and Nutrition GCSE deepens this understanding by continuing to reinforce stewardship, but also examining the environmental and ethical impact of food production, addressing issues such as food waste, climate change, and animal welfare. The CST principles of care for creation and preferential option for the poor are central to discussions on sustainable food systems and global food security. Students critically assess food labelling, ethical sourcing, and the role of multinational corporations, considering how their choices can promote fairness and justice. Through practical coursework, they learn to create nutritious, cost-effective meals, equipping them with the knowledge and skills to support both personal wellbeing and social responsibility in their future lives.

Geography

Catholic Social Teaching (CST) and Catholic virtues offer a valuable view and understanding of geographical issues and their future sustainable solutions. CST emphasises the dignity of the human person, the importance of community, and the common good, all of which are explored through geographical challenges such as migration, poverty and environmental degradation. At the heart of our Geography curriculum is Stewardship - The Care for God's Creation. This explores how individuals, companies, governments and countries all have a responsibility to sustainably protect and conserve the Earth's environment for the future generations. This includes our local surroundings and our wider large scale biomes, the Tropical Rainforest and Taiga. Another example is the virtue of solidarity, which encourages us to recognise the interconnectedness of all people, places and countries through the growing importance of globalisation and development. This helps students to understand why some countries are 'Developed', 'Emerging' or 'Developing', whilst showing empathy for all. 

In Geography, virtuous behaviour is shown through having a safe environment, by being patient and kind within all lessons, where everyone can build confidence in their ability whilst showing resilient characteristics. This reflects the virtue of respect for others, and the responsibility towards being committed to learning. Respect is shown by active engagement in lessons and listening to everyone's views and opinions, whilst demonstrating empathy and humility. 

History

Catholic virtues and Catholic Social Teaching (CST) are deeply embedded in the study of History, offering students a framework for understanding moral responsibility, justice and the common good. Through historical events and figures, students explore how Catholic virtues such as faith, hope, charity and justice have influenced societies and shaped ethical decision-making. CST principles - such as human dignity, solidarity, and the preferential treatment of the poor are examined in historical contexts, from social reform movements to humanitarian efforts. By integrating these values into History education, students gain a deeper appreciation of the Church's role in shaping a just society and are encouraged to apply these principles to contemporary global challenges. 

In History, virtuous behaviour is demonstrated through respect, integrity, and compassion. Students engage in respectful discussions, valuing the diverse perspectives while upholding truth and justice. They practise integrity by critically analysing historical sources and avoiding dishonesty in their work. Compassion is fostered by studying historical injustices with empathy, promoting a commitment to a social responsibility. Teachers model virtues by encouraging ethical reasoning, fairness, and a sense of moral duty in understanding the past. 

Maths

In Maths lessons, Catholic Social Teaching and Catholic Virtues are promoted implicitly. In lessons, we respect all pupils contributions including where incorrect, using questioning to correct misconceptions. Pupils have many opportunities to work collaboratively and to justify their answers. Teachers plan and deliver carefully sequenced lessons to build all pupil's confidence in problem-solving. Pupils have opportunities to develop their resilience during retrieval practices, classwork and homework.  The rights of everyone to education is promoted and any disruptive behaviour is challenged according to the school's policy. Teachers model the Catholic virtues of fairness and kindness by creating a calm environment for learning in which effort is celebrated and by sharing their passion for learning.

MFL

In the Modern Foreign Languages (MFL) department, we strive to inspire curiosity and enjoyment in learning languages, helping students to appreciate and value other cultures and ways of life. This broadens their perspective and promotes Catholic Social Teaching (CST) alongside their language-learning journey. We focus on collaborating positively in lessons and highlight how studying a language enhances literacy, work ethic, and personal development. Fostering an appreciation for the wider world, and the many cultures found within Hispanic and Francophone countries, students are encouraged to see themselves as important members of a local and global community, united as one family, in solidarity, under God.

As part of our curriculum, we explore the varying future life opportunities open to others, reflecting on social issues such as poverty and hunger, that may become obstacles for some. We also consider actions that we can take to address them. Building on this, we learn about the impact humans have on the environment, as well as the ways that we can help on both a local and global scale to protect God’s Earth. In this way, we are called under the CST theme of Stewardship to be stewards of the Earth. Through these learnings, we recognise that God has created everyone as equal and are called to show compassion to all. We also study topics such as food, education, housing, family, personal relationships and healthy lifestyles, linking these with various CST themes.

In MFL, virtuous behaviour is shown through the courage pupils display when speaking another language, through the respect pupils show each other in lessons and in the love for learning, which is continually fostered by their teachers. Pupils are encouraged to be resilient and reflective learners.

Music

Our faith is deeply embedded within the Music curriculum, with a range of opportunities for our students to engage with Catholic Social Teachings. For example, we encourage students to appreciate the human dignity inherent in the art of Music and how it can serve as a universal language that brings people together. Solidarity is also a key principle in Music. In group performances, students experience first-hand how collaboration and collective effort can bring about harmony and promote social inclusion. Virtuous behaviours are developed as students engage with Music, whether by reflecting on their own creative work or working collaboratively with others. They demonstrate patience, empathy, and respect as they listen to and support one another’s musical ideas. Students show resilience and perseverance when they encounter difficulties in their musical development, understanding that challenges provide opportunities for growth. They exhibit responsibility and self-control when it comes to practising and rehearsing, both in the classroom and in the wide-range of extra-curricular opportunities on offer. Our students take care to respect the needs of others in group settings. As they share their musical creations, students express kindness, compassion, and generosity, recognising that the ultimate goal of Music is to connect and uplift others. 

PE

Catholic Social Teaching (CST) is embedded within the PE curriculum through a variety of ways. Human dignity is a key component of student's learning and experience within the curriculum by encouraging the importance of forgiveness towards others and the value of sportsmanship. Opportunity for both solidarity and stewardship is presented to students through the capacity of coaching, leading and officiating others, both in lessons and in extra-curricular activities. This encourages empathy and how interdependent students are upon each other within the lesson. It also supports the students'  physical, emotional and social wellbeing. The curriculum supports participation over the Key Stages by giving power to student voice in KS4. As a department, staff aim to motivate and inspire students to regularly take part in lessons and after-school clubs as well as additional trips and experiences. When focussing on The Common Good, GCSE students are taught about the barriers affecting participation in sport and how we/society can overcome them. We ensure that all students are offered equal opportunity to cover all aspects of the curriculum.

We have a strong Inter-house culture within the department with a lot of competitions and whole school events, this allows students to focus on their rights and responsibilities as they have to manage conflicts, exercise self-control and provide opportunity to participate in engaging activities. GCSE students also learn about the option for the poor through the impact of socio-economic status on participation in sport and how physical activity supports the NHS to provide a healthy nation. Our extra-curricular provision is free to students and we support applications to GLL for those that have an aptitude in sport and require additional funding to support their training outside of school provision.

RE

Catholic Social Teaching (CST) is an integral component of the Religious Education curriculum guided by the Religious Education Curriculum Directory (RED). Lessons explore scriptural foundations for CST, such as the parables of Jesus, the Beatitudes, and Old Testament teachings on justice and care for the poor. Key CST themes (e.g. human dignity, solidarity, stewardship) are linked to theological discussions and ethical dilemmas. The lives of key people such as Oscar Romero and Mother Teresa are explored in several areas across different year groups. Living the Catholic faith is developed in all year groups, exploring how students can apply CST and Catholic values and virtues in their own lives. 

Science

Catholic Social Teaching (CST) is reflected in the school science curriculum by promoting respect for all life, care and responsibility for the environment, and a commitment to fairness and the common good. Lessons on sustainability, the ethical implications of scientific advancements, the importance of stewardship and the importance of sharing progress to better the lives and experiences of all align with these principles. The principles of CST often overlap in the science curriculum: we explore the idea of subsidiarity and preferential option for the poor in Biology when we discuss medical testing and treatments, including fertility interventions; we discuss our role of stewards of the earth which helps promotes human dignity in our Chemistry studies of climate change and its prevention; and we consider our responsibility to participate in the development of renewable energy resources in Physics, working in solidarity with other nations to achieve a better world for us all.

In the classroom, Catholic virtues such as compassion, respect, and fairness are demonstrated through the encouragement of collaboration during paired discussion and practical work, empathy towards others' ideas, and fostering an inclusive environment where all students feel valued. Teachers model these virtues, creating a space where kindness, responsibility, and a sense of community thrive alongside academic learning.

Alpha

Alpha is a program that explores the Christian faith through a series of sessions. It provides a safe and welcoming environment for individuals to ask questions, discuss their beliefs, and deepen their understanding of Christianity.

The Alpha Course is significant for young people in schools because it allows them to explore faith, address existential questions, and develop values in a safe and inclusive environment. It fosters personal growth, encourages dialogue, and provides a supportive community for students on their spiritual journey.

Alpha takes on additional significance when led by students who have been trained to lead these sessions. This student-led approach promotes leadership development and ownership amongst young participants. Empowering students to lead the program, offers them opportunities to take ownership of their faith, develop leadership skills, and actively engage their peers in discussions about spirituality and Christianity. This approach encourages a sense of responsibility, initiative, and personal investment in the exploration of faith within the school community.