See also : Definitions of spiritual development : the policy document : the spiritually aware school

Spiritual Development Provision

What dooes Spiritual Development mean in our church school?

When thinking about spiritual development church schools need to go literally "back to basics"; to the Christian belief that human beings are created in the image of God, and to considering how the school can support each individual and encourage them to flourish. Pupils should be encouraged to explore and develop their own values and beliefs (which may or may not be Christian), and to appreciate the richness and diversity of the world. This is coupled with the promotion (and modelling) of high standards of personal behaviour and positive, caring, attitudes - all based on a firm bedrock of Christian values.

The policy documents which undergird the importance of spiritual development in the school are the statutory Ethos Statement (in the Instrument of Government) and the school's Mission Statement or Statement of Aims. There should be references to different aspects of spiritual development, as appropriate, in other policy documents also e.g. the Behaviour Policy. There is no legal obligation to have a policy document on Spiritual and Moral Development, but the Diocese recommends that schools should produce one in order to emphasise the importance of this aspect of school life.

It should be an important aim of the school to ensure that everyone connected with it is aware of the values and principles on which the school is founded.

The Building Blocks of Spiritual Development

The "building blocks" of Spiritual Development have been defined by the National Society and OFSTED under several headings:

(a) Self Awareness or Self Knowledge. All humans need to be aware of, and acknowledge, their own inner life of thoughts, feelings and emotions. What does it mean to be human? This is an important part of developing self-respect, a sense of identity and self worth. In turn, this enables us to value and respect others. Pupils should be given a range of opportunities to reflect upon and discuss their beliefs, feelings and responses to personal experiences.

(b) Forming Relationships. An important part of personal growth is being able to develop relationships with others, recognising them as people of worth and value. This includes developing a sense of community and building social relationships. Pupils should be given the opportunity to develop an understanding of both their individual and group identity and to form and maintain worthwhile and satisfying relationships.

(c) Asking Ultimate Questions. This is the search for meaning and purpose in life. It involves asking questions such as “Why me?” in times of suffering , or “What happens when you die?” The youngest children often ask the most profound questions of this type, and deserve to be taken seriously when they do so. It is important that this area of reflection and challenge is encouraged, not stifled. Ultimate questions are not limited only to RE and collective worship, but can arise at any time. (See the story "Petals of Blood")

(d) Uncertainty, Awe and Wonder. In historical and spatial terms each individual is insignificant. An awareness of one’s place in the world enables a person to live with natural doubt and uncertainty and encourages the search for meaning in life. When faced with eternity and infinity, or the wonders of the natural world and human achievements, feelings of awe and wonder are also a natural response. For some this may include experiencing feelings of transcendence which give rise to belief in the existence of God. It may also encourage a belief in ideals and possibilities of rising above one’s present experience of the world (e.g. by adopting and supporting specific causes or issues). Pupils should be given opportunities to reflect on, consider and celebrate the wonders and mysteries of life and to experience moments of stillness and reflection.

(e) Beliefs and Values. This is the search for, and development of, personal beliefs and values which may or may not be shared with other members of the community. This naturally may include the development of religious beliefs, and it is an imporant role of any church school to be a supportive environment in which people can explore and clarify their own beliefs.

(f) Creativity. This is the exercising of the imagination or intuition and insight so as to express one’s innermost thoughts and feelings, especially through the creative arts. Creative work can be an important vehicle for exploring some of the other areas of spiritual development.

(g) Feelings and Emotions. The sense of being moved by kindness or beauty, or being hurt by hatred and injustice. This should bring a growing awareness of when it is important to control feelings and emotions. Pupils should be able to foster their emotional life and express their feelings in the community of the church school, knowing themselves to be accepted and loved as unique individuals.

These areas of experience are common to most people - they are the “third dimension” of existence alongside the physical and the mental. All the above experiences may be explained and explored in both religious and non-religious terms; this demonstrates that, in its broadest definitions, spirituality is an important area of human existence.

Spiritual Development across the curriculum

It is the responsibility of every curriculum area to indicate how it understands the term “spiritual development” in terms of teaching content and classroom strategies. One would expect Religious Education and collective worship to lead the way, but it cannot be emphasised too strongly that if the spiritual development of pupils is seen as one of the core areas of the curriculum then some contribution should be possible from every area of the curriculum. One way forward is to ensure that your medium term plans for every subject have a “spiritual development box”, so that staff are constantly alerted to the need to consider this all pervading area of life. It is also important for curriculum planning to allow for opportunities which may arise spontaneously out of the school day, and not to assume that spiritual development can always be structured!

The website SMSC online is an important resource which focuses on teachers' work in beliefs and values education and which will help you think further about these areas. It includes a wealth of information on resources and a monthly e-update is available.

Examples of spiritual development could include:

(a) The careful selection of individual and class reading books so as to encourage discussion of issues. Story often helps express the inexpressible; stories may challenge, help children to understand particular experiences or encourage empathy. Story is a verbal symbol which has long been used to challenge or nurture - as in the parables of Jesus. Investigate which stories are popular with pupils and which they love to revisit at various levels. What positive viewpoints and messages do these offer? Do they stretch the imagination and promote ideas and questions? A central list of particularly useful books could be kept.

(b) Setting aside time in PSHE to actively value individuals e.g. use of Circle Time as a valuable vehicle for the expression of thoughts and feelings. Build a regular slot into the school day for reflection

(c) Science and environmental issues can raise ultimate questions about creation and the role of humankind. “Why is the world like this?” Ethical questions are an integral part of the modern scientific world. The study of natural forces is a vehicle for awe and wonder and a stimulus to creativity. An awareness of order and pattern in the world is formed.

(d) English, music, art and drama are all highly creative areas of the curriculum and can also be used to explore important issues of many kinds.

(e) Religious Education and collective worship allow time for reflection, empathy, exploration of value and belief systems, and the exploration of community. In collective worship children should be given the opportunity to be active worship leaders e.g. writing prayers, selecting hymns and music.

(f) History and geography give the opportunity to empathise with others of different times and cultures. They may raise moral questions e.g. child labour in the Victorian period. History can provide “heroes” and “villains” to study or cautionary tales.

(g) PE helps people to explore their own capabilities, develop positive attitudes towards others and experience co-operation and teamwork. Pupils have the opportunity to deal with both success and failure.

(h) Citizenship programmes promote a concern for the common good, other people and the environment.

(i) The school policy on display is an indicator of how pupils are valued. Do displays show only “good work” or is the work of low achievers, which may be less attractively presented, also a part of displays in the classroom and around the school? Is an effort made to produce or use deliberately thought-provoking, interactive, displays in both the classrooms and the assembly hall which could then become the jumping off point for personal or group work on the important questions of life?

(j) Are there timetabled times of stillness and reflection? Is there a quiet time in the day when everyone (including staff) has time to read or think? Is there an area of the playground set aside for those who would prefer peace and quiet?

(k) Are children involved in decision making and taking responsibility so that they can see they are of value in the community? School councils are an important way of ensuring that all children potentially have a voice in whole school issues. SIAS and OFSTED inspectors are particularly interested in listening to the pupil voice.

(l) Western culture is not always a good listening culture. Are there groups within the school who do not listen to each other (lessons, lunchtimes, meetings)? Are positive listening strategies in place to alleviate this problem?

(m) Equal opportunities policies should ensure that a child’s particular background is respected and celebrated, not ignored or denigrated.