Rooted in Scripture and shaped by the wisdom of the Church, Catholic Social Teaching provides a moral framework that seeks justice, peace, and the flourishing of all people, grounded in the belief that every person is made in the image and likeness of God. Every department across the College contributes to upholding and respecting the principles of Catholic Social Teaching. Students are encouraged to think beyond their own needs and learn about social justice with opportunities to help those most vulnerable and marginalised in society.
Expand the principles below to learn more and to see a sample of how we put Catholic Social Teaching into action across the College
This dignity cannot be earned or taken away, and it calls us to treat every individual with respect, compassion, and fairness in all aspects of life. This principle was deeply shaped by Pope Paul VI in Populorum Progressio (“The Development of Peoples” 1967). Pope Paul VI taught that authentic development is not just economic growth. It must promote the development of the whole person—material, social, cultural, and spiritual—and of all people. The principle of human dignity is also supported in by Pope John Paul II in Evangelium Vitae (“The Gospel of Life” 1995) who emphasises the sanctity of human life and the necessity that this must be protected at all stages of life., is one of the most influential documents in modern Catholic Social Teaching.
“So God created humankind in his own image, in the image of God he created them.”
— Genesis 1:27
Our Mission Statement is based on the principle of holistic development of the individual, made in the image of God, and welcoming students of all faiths and none.
Every student has a Progress Tutor who is responsible for their overall progress, pastoral care, well-being and welfare throughout their time at Holy Cross. There is also a Well-Being and Welfare Officer to offer 1-1 support if required along with a Safeguarding Officer, and team of Deputy Safeguarding Leads.
The College won a national award in 2024 for our Mental Health Strategy which ensures that mental health support is embedded in all areas of College life. Part of this is that Staff and Students have access to Togetherall and the College counselling services, if they need extra support for their mental health and wellbeing.
The Chaplaincy provides compassionate, person-centred care to students, staff and parents/carers which respects the intrinsic worth of every individual, made in the image of God, regardless of their background, beliefs, or circumstances. Through pastoral support, listening without judgment, and creating an inclusive environment, chaplaincy ensures that each individual feels valued, heard, and supported, especially in times of need.
In A Level Chemistry, students learn about the chlorination of water to kill germs to stop diseases and the impact this can have on the lives of people in developing countries.
Language and diversity is explored across the specification as a whole, but especially in A Level English Language coursework where students investigate how identity is shaped, especially in relation to marginalised groups in society. In Literature, Faustus is used as a springboard into discussions about what constitutes a life well lived, and in Language and Literature, Capote’s In Cold Blood encourages the students to think about social justice.
In A Level Art and Design, students explore themes linked to issues within our society and the impact on upholding human dignity. Please click on the link to explore student work from this years exhibition (click here). Example Projects that are covered in the following areas: Graphics: Fanzine Project (Ethical Messages) Photography: Street Project (Documentary Photography) Textiles: Reclaim Recycle Project (How the Fashion Industry needs to adapt) Art: Art Talks (A series of lectures exploring artists work) The Collective have also explored many themes, please see their website here
In A Level Media and Film, students analyse the film ‘I Daniel Blake’ in which it is clear to see the consequences of a political-economic system that treats people as case numbers, not individuals with dignity. The film also encourages empathy and solidarity and highlights the importance of everybody having access to the Common Good.
The Exams Team enable the implementation of exams access arrangements and applications for special consideration for those who need it, ensuring we uphold the dignity of all.
Human Resources Policies & Procedures have been created and are regularly reviewed, aligning with the Catholic ethos, ensuring that staff are provided with support and assistance, also ensuring we fulfil the aims of our Mission Statement. In addition, we are working with the Diversity, Equity and Inclusion Lead and Deputy Principal on equality monitoring so that we can understand the demographic of our workforce and identify any inequalities that may need to be addressed.
However, these rights come with a duty to respect the rights of others and to contribute positively to the community, ensuring fairness and justice for all. This principle is strongly rooted in Pacem in Terris (“Peace on Earth” 1963) from Pope John XXIII. Rerum Novarum (“Of New Things” 1891), written by Pope Leo XIII, also supports this principle as it focuses on workers’ rights and social justice, teaching that society must protect the dignity and rights of all people—especially workers—and emphasising the responsibilities of employers, workers, and the state.
“Do to others as you would have them do to you.”
— Luke 6:3
All students abide by the College Code of Conduct which ensures everybody is treated with courtesy, kindness and respect. Students and staff uphold their responsibility of wearing College ID badges/lanyards to keep everybody safe.
In A Level Dance, students learn about works that bring attention to human rights. For example, Xenos by Akram Khan looks at xenophobia and the treatment of Indian soldiers in WW1.
Within A Level Law, students study Human Rights Law and explore various articles, helping them to understand their fundamental rights and their responsibilities within society. For example, the right to respect for family life and private life.
Through BTEC Music Technology, our career focused course teaches everyone their responsibilities involved in various roles. They cover the dark side of the music industry where rights have not always been protected.
In A Level Modern Foreign Languages, they study evolving rights related to marriage and equality in the countries where the languages are spoken. Equally, the period of history they study for each language explores a time when justice and fairness for all were not respected, during a time of conflict and upheaval.
In A Level Psychology, during the research methods topic of the course, students will learn about the ethical code of conduct set by the British Psychological Society (BPS). These guidelines ensure that psychological research follows the four primary ethical principles of respect, competence, responsibility and integrity in order to protect individuals and groups. Students will learn about studies that have not followed these guidelines and the consequences of this. The topic of Romanian Orphan studies in attachment enables students to think about the negative consequences of a groups rights not being upheld by others.
It calls us to look beyond our own interests and to work together to create a community where everyone is supported, valued, and able to thrive. This principle is particularly explored in Gaudium et Spes (1965), which teaches that social, economic, and political life should always be directed towards the good of all people, especially the most vulnerable. It is also supported by Caritas in Veritate (“Love in Truth” 2009), in which Pope Benedict XVI emphasises that authentic human development depends on seeking the common good in solidarity with others.
“Each of you should look not only to your own interests, but also to the interests of others.”
— Philippians 2:4
All students have a weekly Tutorial lesson through which they will learn about topics related to the Common Good. Through HC Essentials, revision and study skills sessions, critical thinking activities, health and wellbeing education, work experience preparation, British Values and the Progressive Masculinity programme, students are equipped to contribute positively to society and support the well-being of others.
In BTEC Applied Science, students learn the importance of pharmaceutical drugs including the case of thalidomide and side effects from the incorrect stereoisomer. The inequalities of the provision of these drugs across the world are also discussed.
The Common Good is central to the study of A Level Economics by showing that economic policies and actions should prioritise the well-being of society as a whole, beyond individual interests.
In A Level Drama, we have the set text of Antigone. In this we consider the common good of society and debate the role of ‘Everyman’, the impact of decisions on wider society and our role in maintaining law and order.
Through the Library, we believe that everybody should have access to education and be empowered to read so that they can flourish. We regularly raise awareness of events like One World Week where global literacy inequality can be highlighted as well as encouraging solidarity through books and articles focused on the DEI awareness months.
The Pastoral Team works together to ensure all students have access to the Common Good and can flourish. We support student well-being through dedicated mentors, well-being events, 1:1 support, counselling referrals, and Mental Health First Aid. Students also benefit from tutorials on study skills, overcoming barriers, and healthy living, alongside targeted interventions, ongoing Progress Tutor support, and monitored supervised study.
Through our Admissions and Marketing, we aim to communicate a full and fair picture of what our offer is at Holy Cross College and what this means for our students when they become part of our community so that everybody has the chance to flourish and reach their full potential.
It calls us to stand alongside those who are disadvantaged and to ensure that their dignity is respected by working towards a world where everyone has access to the resources and opportunities they need to thrive. This principle is rooted in Rerum Novarum (1891), where Pope Leo XIII defends the rights of the poor and calls for justice in society. It is also strongly developed in Evangelii Gaudium (“The Joy of the Gospel” 2013), in which Pope Francis teaches that the Church must show a preferential option for the poor, placing their needs at the centre of its mission.
“Whatever you did for one of the least of these brothers and sisters of mine, you did for me.”
— Matthew 25:40
We offer a broad and exciting range of free enrichment opportunities and provide financial support for trips to those eligible for bursaries and financial support.
We offer a free breakfast of toast or porridge to all students and staff.
In BTEC Business students contrast their research with a Not for Profit Business and understand how these operate differently from a profit making Business. We consider how businesses must adapt their Design Mix designing their products (Globalisation iPhoneSE) and in the impact of different cultures on business strategies.
In A Level Sociology, in the work, poverty and welfare module, students study poverty, and evaluate whether the welfare system is working. We also consider the impact of Covid and the cost of living crisis, throughout the course.
In the University Centre, we provide some lower-priced Degrees, taught in the evenings with flexible entry criteria which enables those from more disadvantaged backgrounds to study and improve their economic opportunities. For any student that may have additional needs and requires a Diagnostic Psychological Assessment, we subsidise the cost and support the student throughout their Disability Student Allowance application.
Cross College IT Services: We are aware that not all students have good IT facilities or a quiet space to learn at home and we provide a quiet open access IT suite until 8pm 3 nights a week in term-time. We also provide laptops to some of these students for use off-site.
Our Finance Team process bursary payments and Free College Meals as well as student hardship payments. We support one of the key aims of the Daughters of the Cross to ‘lift people out of poverty’ so that all people can flourish.
It reminds us that we must use the world’s resources wisely, protect the environment, and act with responsibility so that future generations can also flourish. This principle is rooted in Laudato Si’ (“Praise Be to You” 2015), in which Pope Francis teaches that caring for creation is a fundamental part of Christian responsibility and calls for a renewed commitment to protecting our common home.
“The Lord God took Adam and put him in the Garden of Eden to work it and take care of it.”
— Genesis 2:15
The College's Environment and Sustainability Strategy aims to promote the actions we will take to protect the planet, and ensure that all people enjoy health, social justice and prosperity. The strategy sets out the goals and objectives we must create, implement, and achieve across our estates, operations, and general business activities to reach the goal of net zero by 2035
In A Level Music, students learn about the Beethoven’s Pastoral Symphony and the common human goal to look after the natural world.
In A Level Maths, studying statistics allows us to use the large data set to equip students to be able to research and analyse the effects of climate change.
In A Level Physics, students learn about nuclear physics where we discuss the advantage and disadvantages of nuclear fission and the potential benefits of nuclear fusion in generating power, including the environmental impact.
In A Level Computer Science and BTEC IT, we look at social and ethical issues, especially surrounding the use of AI and the digital footprint and the impact on the environment.
A Level Earth Sciences (Geography and Geology) and stewardship are deeply connected, representing the study of our planet's complex systems and the proactive, responsible management of human-environment interactions. By understanding both the physical world and human societal impacts, geography and geology provide the spatial framework necessary to build sustainable, resilient communities.
Through the work of our Admin Team, our Reprographics Department recycles files/folders/stationery and waste-paper and make scrap notebooks for staff to use as well as supporting the eco initiatives in college.
The Catering Team ensures that it sources eco-friendly disposables for use in the main refectory and coffee shop, all our bottled water is from a carbon neutral plant and the bottles are made from recycled material. To keep our carbon footprint low we try to use local suppliers for our food deliveries.
It encourages active engagement, ensuring that all voices are heard and respected. This principle is rooted in Gaudium et Spes (“Joy and Hope” 1965), which teaches that people have both the right and duty to contribute to society, and that full human development requires active participation in community life.
“Each of you should use whatever gift you have received to serve others.”
— 1 Peter 4:10
Due to our commitment to educating the whole person, students can choose from a wide range of exciting enrichment opportunities, all designed to develop students in more than simply their academic abilities, and help them experience the joy of taking part in something outside the standard classroom experience. Students are required to participate throughout the year and can choose from a variety of activities such as sports, performing arts, Duke of Edinburgh, the Collective (Art), Student Reps Council, 4C Charities Group, Excellence Programme, Eco Group, Chaplaincy groups and many more!
In A Level Accounting, students do group work and tackle tasks as a team. Through enrichment, students attend a community accounting clinic.
In BTEC Health and Social Care, students analyse the genetic, social, environmental and economic factors which may affect an individual’s ability to fully participate in society and their access to HSC services.
In A Level History, through studying extremism, discrimination, and totalitarianism in 20th century Europe, students learn the vital importance of participation for the preservation of liberal democracy. This includes political participation in the form of voting and expression of voice through protest and resistance. Their studies also include negative examples of participation, including collaboration and complicity in genocide, causing them to reflect on the choices individuals make regarding participation.
Through the Careers Team, students are encouraged to participate in all aspects of college life and to consider extra-curricular activities and work experience to support progression. UNIFROG is available to all students. Careers advertises lots of opportunities in the weekly Careers newsletter, given to students and parents/carers.
The Estates Team promotes active participation in all areas of our work, communicating with staff about facility needs, responding to individual needs and supporting and enabling college activities. Staff and student safety is represented at the Health & Safety Committee meetings and we are heavily involved with the student and staff Eco groups and sustainability initiatives.
It promotes responsibility, empowerment, and respect for the roles of individuals, families, and communities. This principle is rooted in Quadragesimo Anno (“In the Fortieth Year”1931), in which Pope Pius XI teaches that higher authorities should support, not replace, the responsibilities of individuals and smaller communities.
“Encourage one another and build each other up.”
— 1 Thessalonians 5:11
Student Voice is highly valued in the College and students complete surveys twice a year to provide feedback. The Student Perception of Course surveys ensure that students’ opinions and views can be considered when making decisions about the College.
The Student Reps Council ensures the student body are represented in all aspects of College life and the local community.
The Governing Body encourages consultation with staff and students and there are regular reports on SPOC, SRC activities, Principal’s Breakfasts, student voice, staff survey and the staff forums. Link governors keep good contact with staff. There is a parent governor, staff governor and student governor.
In A Level Theology, Philosophy and Ethics, within the topic of Utilitarian Ethics, students explore the theory that moral decisions should be guided by the principle of “the greatest good for the greatest number.” They also examine the implications of this approach, particularly its impact on minority groups and the ethical concerns that arise when minority voices are overlooked or unheard.
In A Level Criminology, students learn awareness of how laws are intended to be created in a democratic way (e.g. government law-making Unit 4). Studying how individuals can start campaigns for change (Unit 1).
MIS contribute to subsidiarity by enabling decentralised decision-making based on information. We provide data-driven insights to various departments, empowering them to make informed decisions with autonomy and responsibility within the broader institution.
It challenges us to recognise our shared humanity and to act with compassion, justice, and a commitment to the good of all. This principle is rooted in Sollicitudo Rei Socialis (“Concern for Social Issues” 1987), in which Pope John Paul II teaches that solidarity is a firm and persevering commitment to the good of all and the responsibility we have for one another.
“If one part suffers, every part suffers with it; if one part is honoured, every part rejoices with it.”
— 1 Corinthians 12:26
The 4C group (College Community for Charities and Campaigns) support a wide variety of local and global charities, fundraising and bringing awareness to social injustice wherever it may occur.
The Diversity, Equity and Inclusion Staff Ambassadors champion the protected characteristics of the 2010 Equality Act, standing in solidarity with people to ensure all people have the same opportunities to flourish and achieve their full potential.
In A Level Biology we celebrate LGBTQ+ by highlighting it in the animal kingdom during Pride month. Unit 7 inheritance – students carry out crosses and we use the XX and XY as biological sex, highlighting the difference between gender and biological sex and point out that individuals maybe XXY female as well as the causes of diversity in the binary of biological sex and causes of intersexuality.
Sections of the A Level PE course detail events about human rights and political statements made at the Olympic games. Discussion is always steered towards the present day and towards whether lessons have been learned from history.
In A Level Politics we study the ideologies of Socialism and Liberalism, which both discuss solidarity as a priority. We also study the conservativism of Benjamin Disraeli, who believed in “One-Nationism” which promotes solidarity within the UK across social classes. We also look at global policy as part of our wider reading and discuss solutions to global humanitarian issues.
The Learning Support Department uses a student-centred approach and empowers SEND learners to be independent and to be able to self-advocate. We support involvement and cooperation across the college, and our students take an active part in the College community.