Purpose: Help the community encounter Christ in Scripture, prayer and its shared life. Formation develops understanding of prayer, the liturgical year, silence, proclamation and service.

• EYFS and KS1: Join familiar prayer, offer intentions, select an image and prepare a simple prayer space with an adult.
• KS2: Learn to choose suitable Scripture with guidance, write intercessions, rehearse reading and co-plan age-appropriate prayer.
• KS3 and KS4: Explore the purpose and structure of different celebrations; prepare reflections and support younger pupils with chaplaincy staff.
• Sixth form: Co-design retreat activities, accompany younger teams and evaluate how preparation supports participation.

A substantial example

A chaplaincy team prepares prayer about welcome. Before choosing music or decoration, pupils read a Gospel passage, discuss its meaning and listen to younger pupils about belonging. They plan Scripture, silence, intentions and an achievable response with the chaplaincy lead. Afterwards, they ask whether the prayer helped the community understand and practise welcome.

Real responsibility: Pupils make explained choices within an agreed brief, prepare contributions and review them. Adults retain oversight of theology, suitability and liturgical requirements.

Formation question: How does each choice serve prayer and understanding?

Review: Look for clearer explanations, thoughtful preparation and greater participation, rather than simply counting celebrations led.

For Mass, agree roles with the priest and chaplain, use approved texts and follow diocesan guidance. Some ministries have particular requirements.

Purpose: Respond to others as people with dignity, gifts and agency. Formation connects practical action with solidarity, the common good and attention to the causes of injustice.

• EYFS and KS1: Notice everyday needs, practise sharing and cooperate in a small act of care.
• KS2: Listen to an approved community partner, learn what support is wanted and plan a proportionate response.
• KS3 and KS4: Investigate causes, evaluate different responses and develop a researched, respectful proposal.
• Sixth form: Coordinate an approved partnership, review its usefulness with the partner and prepare a sustainable handover.

A substantial example

Before a food collection, pupils meet a partner to learn what is useful and why need arises. Younger pupils sort requested items with adults; older pupils examine food insecurity and the dignity of access. Secondary pupils consider school-related costs or food waste and propose a practical change. Sixth-form leaders coordinate agreed tasks and ask the partner what helped.

Real responsibility: Pupils help choose an appropriate response, organise agreed tasks and communicate accurately. Adults approve partnerships, money handling and external activity.

Formation question: Have we listened to the people concerned, and does our response respect their dignity?

Review: Combine partner feedback, pupil learning and sustained change. Fundraising totals are one measure, not the whole purpose.

Protect privacy. Avoid publicity that presents people experiencing hardship as objects of pity or exposes their circumstances.

Purpose: Learn to care for creation while recognising the connections between environmental choices, human dignity and the common good.

• EYFS and KS1: Care for plants and shared spaces; learn simple habits through adult modelling.
• KS2: Investigate one issue, collect manageable evidence and test a practical improvement.
• KS3 and KS4: Evaluate alternatives, costs, accessibility and effects on staff and pupils.
• Sixth form: Develop an evidence-based proposal with relevant staff, review outcomes and support continuity.

A substantial example

A stewardship team investigates lunchtime waste with catering and site colleagues. Younger pupils learn care and sorting routines; older pupils sample waste and ask why food is left. Secondary pupils compare options, including portion choices and bin access. Leaders agree one manageable trial. The team measures results and checks whether the change increased staff workload or excluded anyone.

Real responsibility: Pupils investigate, recommend and help evaluate. Adults make operational, procurement and safety decisions.

Formation question: How does this action care for both people and creation?

Review: Measure a relevant outcome, such as waste reduced or habitats improved, alongside access, learning and workload.

Purpose: Help pupils listen beyond their own preferences, deliberate fairly and contribute to decisions affecting community life.

• EYFS and KS1: Express choices through talk, images and play; listen to different preferences and see adults respond.
• KS2: Gather classmates’ views accessibly, identify shared concerns and report back after meetings.
• KS3 and KS4: Consult beyond friendship groups, test evidence and present workable recommendations.
• Sixth form: Facilitate dialogue, evaluate consequences and present recommendations with clear accountability.

A substantial example

A pupil council reviews lunchtime belonging. Representatives use accessible questions and invite contributions from pupils who rarely speak at meetings. They identify themes without sharing personal disclosures, consult lunchtime and pastoral staff, and propose a supervised quiet activity. Leaders explain what can be agreed, what needs adjustment and why. Representatives report back and review the trial with pupils.

Real responsibility: Pupils influence a defined decision and receive an explained response. Adults clarify limits, budgets and safeguarding responsibilities.

Formation question: Whose views have we heard, whose are missing, and how will we account for our recommendation?

Review: Show which views shaped the outcome and whether feedback reached the pupils represented.