Social Education and Discipline

In PSHE (Personal, Social and Health Education) classes, year groups work through the new English ICARE programme - the acronym for the values of Integrity, Cooperation, Acceptance, Respect and Empathy. This social education programme is based on a set of core values that comprise Kensington School’s mission statement of aspirations and values.

In addition, in Years 7 to 9, students study the English National Curriculum Citizenship course, which deals with issues such as democracy, gender equality, tolerance, alcohol and drugs education. This inclusive education in values is supported by our School Psychologists and our Computing Department, who deliver workshops on coexistence, good behaviour, online safety and responsible use of social networks.

In Year 7, children enter adolescence, where learning the importance of coexistence will aid their transition into this psychoevolutionary phase. From this first year at secondary school to 2nd Bach, students will work within the Travesía social programme.

Travesía syllabus

Travesía Syllabus

During work on the Travesía syllabus, students are guided by their Social Education teachers, their Tutors, and members of the orientation department who support the learning community to respectfully work alongside one another. Students may contribute towards school life through leadership positions while organising events, practising inclusive recreation activities, volunteering and assisting those with special needs in mentoring roles to name a few of the ways Travesía aims to nurture a heart-centred communal environment where everyone is able to thrive.

Conflict Resolution

We work hard to establish a positive school environment and encourage self-confidence for everyone in the student body. However, as in any school community, conflicts may arise. Pupils are encouraged to reflect on these disagreements through roleplay, whereby they explore solutions to a problem that has occurred through conversation and written reflection.
These participatory interventions encourage empathy, responsibility for words and actions and allow individuals to recognise the boundaries of others. They also work long-term to assist developing young adults in finding positive solutions to problems. A well managed transitional period between childhood and adulthood is fundamental for healthy development, therefore pastoral support is continued during assemblies and tutorials that students attend from reception onwards.

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