Enabling the flourishing of the whole child: examples of spiritual development

Case studies of spiritual development from primary schools

In all these schools from North Yorkshire, pupils are seizing interesting opportunities

for spiritual development and the flourishing of wider education. Would any school or

teacher deny the value of such opportunities?

Starbeck is a large urban primary school situated between Harrogate and Knaresborough. Martin the Martian helps the pupils to explore their values

Spiritual aspect: School life Adoption of a set of values, principles and beliefs, which may or may not

be religious, is important for every person & inform their perspective and their patterns of behaviour

Case study

Pupils at Starbeck were introduced to Martin the Martian. They left messages for him telling him what was important to them and discussed in groups how these values would be enacted in school. The experience not only gave them a very real input into determining the aims and values of their school but provided an opportunity for them to explore to explore their own beliefs in a safe yet challenging environment

Opportunities for pupils: to express their firmly held beliefs whilst taking into account the impact of their behaviour on others. This may be through Circle Time, through speaking and listening and other opportunities to share and reflect

Question: how do you enable children to articulate values and beliefs?

Some children from schools in the Dales took part in the Catteral Shield, a cross-country run

Spiritual aspect: A sense of empathy and community

Case studyThe cross-country run led to self discovery as well as physical development and team-building. The school displays a summary of Characteristics of a Spiritually-developed Person in the staff room as a reminder to everyone to ‘look for ways we can develop these characteristics in our children every day’

Opportunities for pupils: to work together as a team, learning from and respecting the diversity of each other, e.g. through team games, group challenges and collaborative learning

Question: how can teachers create such opportunities, many of which we provide already,

but could simply enhance?

Cracoe and Rylstone CE Primary is a very small school set in the Dales. Spiritual aspect: The school encourages pupils to develop an enquiring mind using the environment. They learn about the necessary conditions for growth for animals and plants. Awareness of the natural world links to a sense of awe, wonder, mystery and constant change.A very young kitten was brought into school. One boy held it gently and quietly and was fascinated by its size and vulnerability. He asked questions related to ‘How?’ and ‘Why?’ as well as ‘What?’ Pupils from the same school had visited a quarry and stood in awe of the size of the vehicles and of the quarry face itself.

Q: What promotes wonder and appreciation?

Mowbray School is a special school meeting complex needs

Spiritual aspect: An appreciation of the intangible e.g. beauty, truth, love, goodness, order, mystery, paradox Case study: Joshua is fascinated by bubbles and appreciates their beauty and movement. His contact with the intangible is gained not from bursting them but from blowing large multi-coloured bubbles and watching them float through the air. The school has a multi-sensory room, in which light colour, sounds and textures can be experienced and appreciated.

Opportunities for pupils: safe space where questions are valued and space given for own thoughts and ideas. Stillness and relaxation, music and silence make a contribution

Peer massage has been carefully introduced to some students at Mowbray Special School.It has proved remarkably successful in relieving tension and clarifying the parameters of appropriate touching.These two children showed real respect for each other whilst demonstrating the calming spiritual effect of head massage.The values and personal qualities that are built up by this activity include sensitivity, empathy, responsiveness, care and kindness.

Question: can spiritual development be something children do together, rather

than something ‘done to’ them?

Henry does the high wire

Case studyHenry, a child with cerebral palsy in a mainstream school, was determined to take a full part in his class’s residential visit. When faced with the high wire he could have simply decided to watch his friends from the safety of the ground but instead he steadily climbed to the top of the wire. His determination and bravery were an inspiration to everyone present and were given as the highlight of the residential by many of his friends. Most importantly, through sensitive discussion, the children involved were given the opportunity to reflect upon their experiences and explore their feelings. ‘Philosophy for Children’ strategies are used to structure periods of reflection and the school has a ‘sacred space’ in the grounds to allow for quiet contemplation.

Opportunities for pupils: Encouragement to explore what animates them and how this affects their sense of identity e.g. through story, a creative ambience or sport. They have opportunities to discuss their lifestyles and values, confident in the knowledge that they will be respected and listened to.

Question: can learning through our differences be a normal way of learning in any classroom?

What common ground do you see between learning in community and spiritual development?

Fountains CE Primary School is a small rural school near Ripon and Fountains Abbey. Spiritual aspect: Developing a respect for & understanding of each child’s uniqueness

In all these schools pupils are seizing interesting opportunities

for spiritual development and the flourishing of wider education

Would any school or teacher deny the value of such opportunities? What can your school do to build

the spirit?

A Better World

•The world to be a kinder place (Wilson, 7) •The poor to become rich (Nicholas, 7) •For everyone to be happy (Aerin, 7) •For the atmosphere to be good (Wilson, 7) •My hart’s desire is for love and peace (Bertha, 7) •Everyone will go to heaven (Nicholas) •Super powers so that I can save the people around the world (Michael, 7)•No war, because then everyone would be happy (Marguerite, 8) •For peace in all countries (Jennifer, 8)

Children’s Reflections

“I use to think, like every time I was relaxed, I was just like lying down and then watching TV or something. But then you showed me that you can like, do things when you are lying down that can make you feel even more relaxed…You have taught us to like cherish it [silent time] whenever we can …” (Bernice, 7)

I liked “relaxing on the floor…because I like having silence and I like to relax…[it] clears my mind …[and] makes me still”. (Caitlyn, 7)

“I’ve learnt that if you just stop for a minute you can find out so much about what’s around you.” (Angie, 8)