The Howard School offers a broad range of enrichment activities, designed to develop our pupils as a whole person, through the PSHEE (or personal development) curriculum, extra-curricular activities and Cultural Capital activities.
Character Education enables us to provide experiential learning opportunities to pupils.
Character Education helps pupils to develop their interests and abilities, provides valuable learning experiences outside their studies, and promotes independence and interpersonal links with pupils in other year groups.
Aims of the Programme
The core aims of our Character Education programme are to:
- Develop pupils’ resilience
- Promote co-curricular opportunities to broaden pupils’ horizons
- Develop independence, self-esteem and responsibility
- Play an active role as members of a democratic society
- Make the most of their own abilities and those of others
- Behave in a socially and morally acceptable way including towards authority and each other
- Encourage pupils to become involved in the life of their community, both inside and outside of school.
- Value the achievements they make, and the achievements of others
- Make informed choices about dealing with risks and meeting challenges now and in the future.
- Decide on values by which they want to live their lives, helping pupils make informed, ethical choices.
- Prepare pupils for the future, pathways and progression with pupils realising their potential.
- Develop a sense of belonging that allows pupils to have a voice and to influence society.
- Develop confident communicators.
The Howard School has a Core Character Education programme in which all students participate, and is delivered through the:
- Personal Development Curriculum
- Wider and Core Character Education programme (see below)
The wider CCE programme is built around developing the core student attributes of Leadership, Organisation, Resilience, Initiative and Communication. These attributes are identified as critical by education and industry partners, including the CBI (confederation of business industry) and the National Careers Service, as they represent key qualities sought after in the workplace.
Leadership
Encourages students to take initiative, lead effectively, and inspire others.
Organisation
Fosters the ability to plan, manage time and resources, and work efficiently.
Resilience
Helps students develop the capacity to bounce back from challenges, learn from mistakes, and persevere in the face of adversity.
Initiative
Promotes proactive thinking, self-motivation, and the willingness to take on new tasks and opportunities.
Communication
Develops effective verbal and non-verbal communication skills, including active listening, clear expression, and empathy.
Core Character Education Programme
| Activity | Linked LORIC Value(s) | How It Supports Character Development |
|---|---|---|
| Year 7 – Wildwood Trip | Resilience, Communication | Students build resilience through outdoor exploration and develop communication skills by working together and learning about wildlife. |
| Year 7 – Roman Britain (History) | Organisation, Initiative | Pupils plan and design Roman artefacts, using creativity and initiative while staying organised with materials and time. |
| Year 7 – Taskmaster (RE) | Leadership, Communication, Resilience | Students take on challenges that require leading their peers, solving problems creatively, and bouncing back when tasks get tricky. |
| Year 8 – Maths in Motion | Organisation, Initiative, Communication | Applying maths to racing simulations helps students stay organised, think ahead, and communicate ideas within their teams. |
| Year 8 – Digital App Design, Mario Kart & Rocket League Competitions | Initiative, Communication | Encourages creative thinking through app development and teamwork during gaming challenges. |
| Year 8 – Microbit & Digital Learning | Organisation, Initiative | Students use coding and digital tools to solve problems independently, managing their own learning and resources. |
| Year 8 – Stubbers Adventure Trip | Resilience, Leadership, Communication | Activities like climbing, paddleboarding and axe throwing build resilience and confidence, while promoting teamwork and leadership. |
| Year 8 – Science Museum Visit | Initiative, Organisation | Pupils take initiative in exploring scientific exhibits and organise themselves during off-site learning. |
| Year 9 – 'Traitors' Day | Communication, Leadership, Resilience | Students develop leadership and communication through role-play and teamwork, and build resilience in facing unexpected challenges. |
| Year 9 – Animation Day | Initiative, Organisation | Pupils use creativity and planning to produce animated content, encouraging independent learning and time management. |
| Year 9 – Murder Mystery Day | Communication, Resilience | Solving puzzles and working as a team enhances students’ problem-solving, persistence, and group communication. |
| Year 9 – Go Ape Trip | Resilience, Leadership | High ropes and climbing push students to overcome fears, take responsibility, and support one another. |
| Year 10 – Geography Fieldwork Prep | Organisation, Initiative | Students independently prepare research and fieldwork materials, managing time and information effectively. |
| Year 10 – Fieldwork at Lullingstone & Maidstone | Resilience, Organisation, Communication | Pupils gather data in real-world settings, building resilience through active learning and clear communication. |
| Year 10 – Survival Days (Bushtucker Trials, Cooking, Bridge Building, Camp Design) | Leadership, Initiative, Resilience, Teamwork | These challenges develop practical skills, foster creative thinking, and build confidence in leading or contributing to a team. |
| Year 10 & Year 12 – Work Experience Placements | Leadership, Organisation, Resilience, Initiative, Communication |
Work experience is a vital part of preparing students for life beyond school. Through their placements, students are immersed in real working environments where they are expected to take responsibility for their timekeeping, conduct and performance. This helps them to: • Leadership – by observing and sometimes taking on small leadership roles within a team or task • Organisation – through managing daily routines, travel, and balancing responsibilities independently • Resilience – when facing new challenges, unfamiliar settings, or feedback that encourages improvement • Initiative – by stepping up without being prompted, asking thoughtful questions, and solving problems • Communication – by interacting with colleagues, clients, and managers in a professional manner, many students return with a clearer sense of their career interests, improved confidence, and a better understanding of what employers expect. It is also a valuable opportunity to build workplace skills that are not always covered in the classroom. |
Wider and Voluntary Character Education Opportunities
Student Leadership
| Student Leadership Role | Linked LORIC Value(s) | How It Supports Character Development |
|---|---|---|
| Whole School Ambassadors | Leadership, Communication, Organisation | Represent the school at key events, tours and meetings, requiring confidence, public speaking, and professional conduct. They show initiative when welcoming visitors and serve as role models for the wider student body. |
| Eco-Ambassadors | Initiative, Organisation, Leadership | Drive environmentally focused projects such as recycling, energy saving, and eco-campaigns. They take the lead in making the school more sustainable and inspire others to do the same. |
| Photography Ambassadors | Initiative, Communication, Organisation | Capture school life through photos at events, promoting creativity and independent work. They collaborate with staff and peers to present school culture visually and professionally. |
| Student Leads | Leadership, Communication, Organisation | Take on a leading role in representing student voice, running meetings and supporting their peers. They show maturity, organise initiatives, and communicate with staff and students alike. |
| Deputy Student Leads | Leadership, Resilience, Communication | Support the Student Leads and step up to leadership when needed. They develop resilience by managing responsibilities alongside schoolwork and handling feedback constructively. |
| Sixth Form Leads | Leadership, Organisation, Initiative, Communication | Act as key figures within the Sixth Form community, leading assemblies, mentoring younger students, and managing Sixth Form events and duties with independence and maturity. |
| Form Captains | Leadership, Communication, Organisation | Represent their form group in discussions, share student feedback, and help maintain positive form environments. They learn to balance peer relationships with leadership responsibilities. |
Aspire Programme
The Aspire Programme is a unique, bespoke initiative dedicated to our High Prior Attainers (HPAs) - students who demonstrate strong academic ability and the capacity to excel when appropriately stretched and inspired.
The Aspire Programme empowers our academically most able students to achieve their full potential through a dynamic and evolving offer of challenge, enrichment and aspiration-building opportunities from Year 7 through to Sixth Form. Designed around The Howard School core value of “High Standards leads to High Achievement”, Aspire ensures our students are not only equipped to succeed academically but are also inspired to become curious, reflective and confident lifelong learners.
Whether it’s through university visits, career workshops, subject masterclasses or challenging independent study, Aspire students are given the tools, exposure and encouragement to thrive. Aspire is about more than just academic success. It’s about creating a culture of excellence, where high standards are celebrated, effort is valued, and ambition is the norm. We want our Aspire students to become future leaders, innovators and changemakers - in whatever field they choose. We want students to aim higher than they ever thought possible.
Talents and Interests (Extra Curricular)
The Howard School offers an extensive and ever-evolving number of extra-curricular activities, including Debate Society, Diversity Club, Lego Club, Library Club, Band Practise and clubs focussed around particular subjects (such as STEM, Spanish, Geography and Computing), to allow individual interests and talents to be fostered. We also offer a regular rotation of Sports Clubs, hosted within our state-of-the-art facilities.
Students also have the opportunity to take their learning outside of the school, by taking part in the Duke of Edinburgh award, or by joining the school on one of many international trips, or visits closer to home.