Collective Worship at King Charles aims to strengthen and support the Christian identity of our school, reaffirming our values and celebrate the contribution that each child makes to our community. Worship will reflect the variety of traditions found in the Church of England, and will recognise and follow the Christian liturgical year. The daily Christian act of worship is central to our ethos contributes to the spiritual, moral, social and cultural development of our pupils.

Through worship, we aim to enable our pupils:

• to explore a relationship with God in Jesus Christ.

• to reflect on values that are of a broadly Anglican Christian tradition, whilst recognizing the validity and importance of other Christian denominations, religions and belief systems

• to consider spiritual and moral issues and, through reflection, raise awareness of the ultimate questions of life relating to matters of faith.

• to reflect on their own beliefs.

• to deepen and widen the experience of those of ‘faith’ and encourage those of ‘little or no formal faith’ so that they begin to feel for themselves something of what it means to worship.

• to develop an enquiring mind and express and explore their own views openly and honestly through reflection and wondering questions.

• to develop a community spirit, a common ethos and shared values.

• to foster an awareness of the world around them and a sense of their place within it

• to develop a respect for and an understanding of different beliefs.

• to develop a sense of sharing and belonging through different groups of children coming together.

• To have opportunities to live out and explore Biblical teachings

Withdrawal of children from Religious Education Section 25 of the 1944 Education Act relates to the right of parents to exercise their rights in relation to their child’s attendance at religious worship or instruction. A parent has the right to withdraw a pupil from attendance at religious worship or instruction at any county or voluntary school. No reason need be given for such a withdrawal. Schools remain responsible for the supervision of pupils so withdrawn. If the school cannot provide suitable alternative instruction, then the parent may provide it elsewhere and the pupil may be released from school for that purpose. It should be noted that when a pupil is released in this way, the arrangements must not interfere with his/her regular education programme and therefore the absence must either be at the start or end of school session. 

We will strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language (EAL), and we take all reasonable steps to achieve this. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Global Learning at King Charles School  

At King Charles, we believe every child should be given the opportunity to discover the wider world by equipping them with the skills, knowledge, empathy and understanding necessary to live and work in an increasingly globalised world. 

For us, we see global learning as an approach to learning about international development through recognising the importance of linking people’s lives throughout the world.  We learn about how our lives impact on others, how we can act to make a difference in our world and our responsibility for God’s creation. 

Our SHINE curriculum, with Environment at its heart, has learning about the wider world interwoven throughout and sees our pupils answer big questions as well as focus specifically on ‘being me in my world’ in PSHE learning. 

Schools like ours, that actively engage in global learning, recognise the impact that knowledge and understanding of development can bring to pupils’ learning across the curriculum. Global learning at King Charles School can simply be defined as a means of our children learning about the wider world. 

When learning about the wider world, we aim for our pupils to be: 

• Critical  

• Creative 

• Self-aware  

• Globally aware  

• Open-minded  

• Inquisitive  

• Reflective  

• Connected  

• Willing to engage with global challenges  

• Tolerant of different belief and cultures 

• Keen to take action for a better world 

 

Global learning supports the long-term development and success of pupils, by enhancing their critical thinking skills and boosting their relationships with peers. 

 

Incorporating a global element into teaching across the curriculum helps to: 

• ensure our children experience a rich and interesting curriculum 

• base learning in real-world contexts to enthuse, inspire and engage our children 

• raise standards of attainment and achievement 

• deliver the requirements of the SMSC curriculum and respond positively to the current focus on British values 

• ensure our children make sense of the world in which they live and to understand their role and responsibility within a global society 

• develop an ethos encouraging empathy, fairness and respect. 

 

We have designed our curriculum offer with Global Learning in mind, and all year groups have opportunities to develop their understanding of their place as a citizen in a diverse and exciting world. For more detailed information on our curriculum intent, implementation and impact, please refer to our curriculum page. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

JIGSAW INFORMATION FOR PARENTS AND CARERS

JIGSAW AND SPIRITUAL, MORAL,SOCIAL & CULTURAL OVERVIEW

PERSONAL, SOCIAL, HEALTH & ECONOMIC PROGRESSION MAP

PERSONAL, SOCIAL, HEALTH & ENCONOMIC - JIGSAW PROGRESSION MAP

JIGSAW & BRITISH VALUES OVERVIEW

JIGSAW CONTENT OVERVIEW