CHARACTER DEVELOPMENT

CHARACTER DEVELOPMENT

Our Core Purpose at DBS is to ensure that every child or young adult, who comes through our doors, gains as much from the experience of being here as possible. We base this on our belief that all learners can, need and want to achieve. We will, therefore, provide the highest standards of teaching and learning together with substantive support for character development. We want our students to complete their education here as well-rounded individuals. We believe that character development is highly important, intrinsic to our work and which reflects and promotes our school values.

 

The DBS Way

Our responsibility for character development will encompass:

  • Encouraging children to understand, value and demonstrate the positive behavior traits which would make them well-rounded, grounded citizens;

  • Developing the skills required to function in and contribute to society;

  • Supporting the social and emotional development or emotional intelligence of young people, such that students better understand themselves, their strengths and weaknesses, and can work on the latter; 

  • Instilling and developing a moral compass about how to interact with people and understand their behavior.

 

How we will develop the character of our students:

  • Embed our approach to character development across the curriculum, in particular using the Personal, Social, Health and Economic (PSHE) and Spiritual, Moral, Social and Cultural (SMSC) curricula. 

  • The use of House  and Year group assemblies, tutor time, and other lessons. 

  • The ways in which subjects are taught (for example, such as to reward effort rather than simply achievement) can be seen to further character development, and shape attitudes to education. 

  • Our House systems and reward and award schemes also incentivise demonstration of character traits. 

  • A wide range of extra-curricular activities will  also be used to develop character, more or less explicitly, including sports, clubs or trips, and special events such as 'health and wellbeing' weeks and award ceremonies recognising non-academic achievements. 

  • School councils, other positions of responsibility and charity work provide opportunities to develop leadership skills, empathy and self-esteem. 

  • The development of employability is most directly supported in secondary schools via sessions with careers advisors, careers fairs and work experience. 

  • Targeted support included mentoring, group work to, for example, develop friendships and manage stress, support with study skills, mediation, and mindfulness sessions and counselling. 

  • Engage with parents and seek their support with our approaches, via newsletters and other promotional materials, parents’ evenings and special celebratory.



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