Forming Character and Virtue
How virtues shape curriculum, relationships, leadership and daily practice — and what governors can do to support the formation of the whole person.
The question for governors
How do the habits we encourage, the relationships we nurture and the decisions we make help people grow in virtue?
Children learn from what adults teach, notice and practise. Governors help shape the conditions in which that formation takes place: the school’s priorities, its investment in staff, its approach to relationships and the example of its leadership.
Formation involves the whole school
Formation in Virtues: Educating the Whole Person (2020) was published by the Department of Catholic Education and Formation of the Catholic Bishops’ Conference of England and Wales.
The document places Christ at the heart of formation. It presents virtue as a settled habit of choosing and doing good, developed across school life. It introduces four cardinal virtues and three theological virtues, illustrated through Giotto’s artwork.
The cardinal virtues
Prudence:
discerning wisely how to act.
Justice:
giving others their due.
Fortitude:
courage in pursuing what is good.
Temperance:
exercising self-control and balance.
The theological virtues
Faith:
trusting in God.
Hope:
looking towards God’s promised future.
Charity:
loving God and our neighbour.
Suggested reading: the Introduction, printed pages 2–4, and Conclusion, printed page 19. Then choose one virtue for closer study. The conclusion connects formation with curriculum, behaviour, management and school budgets.
Six conversations for governors
Choose a conversation linked to an existing priority. Governors ask strategic questions, support leaders and review impact within their responsibilities; leaders determine classroom practice and day-to-day delivery.
1. Make formation a shared purpose
Ask and challenge What do we want pupils to understand about living well with others? How does our approach to virtue connect with Christ, our mission and the education of the whole person?
Look for evidence Clear connections between the mission, school priorities and staff formation, supported by examples pupils and adults can explain.
Offer support Give leaders time to develop a shared understanding and use a manageable focus that can be explored in depth.
2. Explore virtue through the curriculum
Ask and challenge Where do pupils encounter moral choices, weigh consequences and consider different perspectives? How does this understanding deepen as they grow?
Look for evidence Selected examples from curriculum reports, pupils’ work and discussion: a character’s decision in literature, fairness in history or integrity in research.
Offer support Ask what professional learning and resources teachers need to make thoughtful connections across subjects.
3. Build relationships that teach
Ask and challenge How do adults model justice, patience and self-control when relationships become difficult? Do pupils experience accountability, forgiveness and opportunities to repair harm?
Look for evidence Themes from pupil and staff voice, behaviour reporting and governor visits, including whether people feel heard and treated fairly.
Offer support Review whether policy and staff development give adults a consistent, humane approach to relationships and conflict.
4. Practise virtue in leadership
Ask and challenge Do we seek good advice before deciding? Whose interests need greater attention? Can we challenge respectfully and act courageously when a decision is difficult?
Look for evidence Minutes showing consideration of alternatives, questions about impact and clear reasons for decisions. Reflect also on the quality of our listening.
Offer support Model prudence, justice, fortitude and temperance in meetings, communication and the way we support and hold leaders to account.
5. Make participation possible for everyone
Ask and challenge Can all pupils take part in discussion, service and leadership? How do adults recognise courage or generosity in children whose communication or needs differ?
Look for evidence Accessible opportunities, participation information and examples of adapted support, including the experiences of pupils with SEND and disadvantaged pupils.
Offer support Ask whether recognition systems value varied contributions. Interpret behaviour with attention to needs and circumstances; avoid fixed labels about a child’s character.
6. Connect reflection with daily practice
Ask and challenge How do pupils connect prayer and reflection with choices in the classroom, playground, online and beyond school? Can they explain what they have learned from a mistake?
Look for evidence Pupils’ explanations, examples of service and feedback from families and staff. Look for developing understanding over time.
Offer support Encourage a proportionate review using existing evidence. Discuss provision and experience with care, without grading pupils’ moral worth or personal faith.
One virtue, one decision, one next step
- Prepare and pause — 3 minutes. Read the Introduction and Conclusion beforehand. At the meeting, choose one virtue and invite governors to reflect silently on an occasion when it helped them lead well.
- Choose a situation — 2 minutes. Select a current strategic issue, such as allocating resources, widening participation or reviewing an aspect of school culture.
- Discuss — 6 minutes. What would this virtue ask of us? Who should we listen to? What might we overlook? How could our response help adults and pupils grow?
- Agree — 4 minutes. Record one question for leaders, one practical offer of support and one action for the governing body. Identify who will follow up and when.
Example: When considering the cost of enrichment, justice may prompt governors to ask which pupils cannot participate, prudence to examine the options, and charity to consider how support can be offered with dignity.
Suggested minute: “Governors reflected on [virtue] in relation to [issue]. They asked for [evidence], agreed [action] and will review progress on [date].”
A prayer for wisdom and character
Lord Jesus,
form our hearts in your love.
Teach us to listen with wisdom,
act with justice,
show courage in difficulty,
and speak with patience.
Deepen our faith,
sustain our hope,
and make our love generous.
May the choices we make
help every child and adult grow
in goodness and in service.
Amen.
Read and continue reflecting
The source document
Formation in Virtues: Educating the Whole Person — an introduction for Catholic educators, published in 2020.
Related Governing with Hope reflections
Christ at the Centre of Governance — connect purpose with priorities.
Justice and Mercy — reflect on fairness and compassionate decisions.
Called to Serve — consider leadership as service.