Spirituality
‘We create the spark that lights the fire’
Spirituality at Blakesley CE Primary School:
As an inclusive Church of England school, our Christian vision celebrates and respects the diversity of our school community. There is a shared understanding that everyone is made in God’s image, regardless of faith, culture or background, and that we all have a spiritual dimension to our existence.
We value spirituality as integral to the holistic development of every child and as a principle aspect of Spiritual, Moral, Social and Cultural Education (SMSC). Led by our Christian Blakesley CE Primary School children are guided and nurtured along the path of life, learning and spiritual development.
The spiritual development of children is fostered through all aspects of our provision. The broad, balanced and aspirational curriculum and school ethos creates an environment that nurtures, encourages and supports the minds, bodies and souls of all children and adults to be the best that God intended. Whilst encountering a wide range of opportunities that enable their own spiritual journey to flourish, children and adults develop their sense of self and uniqueness, and develop their worldview whilst flourishing spiritually, socially, academically and personally.
At Blakesley CE Primary School, children learn that spiritual development is different for everyone and is a very personal and unique experience that evolves throughout a person’s lifetime, but one that happens in a community alongside others. It is recognised that spirituality is the essence of being human and that a person can be spiritual without having a particular faith. In line with our trust vision, ‘For every child, within our Trust, to experience an excellent education and to realise their God- given potential to flourish’.
‘For every child, within our Trust, to experience an excellent education and to realise their God-given potential to flourish.’
What is spirituality?
Spirituality is at the foundation to ‘living life in all its fullness’. At Blakesley CE Primary School we see spirituality as ‘What makes me, me and you, you’. It is the way in which we utilise our thoughts and emotions to reflect, respond to, and seek to give meaning and purpose to the experiences that we encounter in life. It helps us to understand ourselves and our place in the world.
Spirituality relates to fundamental questions about the meaning and purpose of life which affect everyone and is not dependent on a religious belief. Throughout the curriculum at Blakesley CE Primary School, children experience opportunities to become good listeners and deep and critical thinkers. The exploration and consideration of Big Questions, and opportunities to ask their own, contributes greatly to children's spiritual development.
Spirituality is not something we can see; it is something we feel inside ourselves. It is about awe and wonder, asking and answering Big Questions about life, belief and a search for identity where an answer may evoke feelings and an understanding that there is something ‘bigger’ than ourselves.
Spirituality is the way in which we utilise our thoughts and emotions to reflect, respond to, and seek to give meaning and purpose to the experiences that we encounter in life. It helps us to understand ourselves and our place in the world. Opportunities throughout our curriculum allow children to develop qualities such as perseverance, and resilience. This serves them well as they encounter a wealth of experiences and challenges along their life’s journey; strengthening their awareness that they can learn from their mistakes and be proud of what they have achieved.
The former Archbishop of Canterbury, George Carey, wrote:
“Church schools know that their viscera is not just about acquiring skills and good examination results. It is about forming people who have the moral strength and spiritual depth to hold to a course and weather ups and downs.”
How we explain spirituality to children
It can be very challenging to explain spirituality to young children. Therefore, we use analogies to which the children may connect and help ignite and develop their understanding.
For example, by looking at a ring donut!
This tasty treat is used to represent a person, their mind body and soul. With the soft, sweet outer ring easy to describe and representing a person’s mind and body. The important inner hole is an essential part to make the cake a whole ‘ring donut’. There is nothing seen in that space and so it is more difficult to understand, describe and explain, but it is still important. This space inside the donut illustrates where our spiritual self lives; where our beliefs, faith and ideas support us to share our outer selves with the world; something special ‘beyond’ the tangible that makes us whole.
Likewise, other hooped images can also be used to illustrate spirituality, such as a hoola hoop or a bicycle wheel, where the central unseen parts of the structure form the whole object and give it purpose. However, donuts are often the most popular! Children are also encouraged to describe and illustrate spirituality in their own way through written and spoken word and the creative arts.
As a school with a Christian foundation, we promote the Christian message that we are all made in God’s image (Genesis 1:27). This underpins our inclusive approach and the value that is placed on every individual. In the story of The Potter (Isiah 64:8), the image of God being a potter making people out of clay is used. We can all see ourselves as unique pieces of pottery.
In life, things happen that impact on the physical ‘pot’ of life that may create marks or even cracks, Cracks may be formed when something good and breath-taking happens – we term these the ‘WOWs’ of life. Changes can also happen when something challenging occurs – these we call the ‘OWs’ of life. They can also form in the stillness and ordinariness of everyday life – the ‘NOWs’ of life and times of stillness.
The example of the Japanese ceramic art of ‘Kintsugi’ is used to illustrate where cracks in a piece of pottery are embellished with a golden type of adhesive, creating something more special and beautiful than the original. Using this metaphor, the possibility of ‘marks and cracks’ made by the ‘WOWs’, ‘OWs’ and ‘NOWs’ of life being filled with gold, and becoming more special and unique is explored. The gold in the cracks reflecting a little of the wonder of spirituality.
How do we grow spiritually?
Spirituality is the recognition of your soul, the soul of others and that there is something greater than ourselves. The renowned researcher, consultant and trainer in the field of children's spirituality, Rebecca Nye (2009), wrote about children’s spirituality being defined as the development in relational awareness within four elements of spirituality; learning about Ourselves, Others, The World and Beyond.
Ourselves
Children develop their sense of self-perception, an understanding, awareness and acceptance of themselves as being a unique person. This involves a searching for meaning and purpose – asking questions such as, ‘What makes, me, me?’ and ‘Why me?’ at significant times in their life.
As their insight, intuition and capacity to express their innermost thoughts and feelings grows, children develop an awareness of and ability to express their feelings. Children explore and develop imagination and creativity, plus demonstrate gratitude for the things they have and the person they are. At Blakesley CE Primary School we see this as children developing an understanding of what makes their spirit shine.
Children engage in opportunities to reflect on their experiences; to meditate on life’s big questions and to consider some possible answers. They reflect upon the origins and purpose of life and explore their personal faith, beliefs and values. They learn from life and develop in resilience by exploring their own insights and perspectives and those of others. They strengthen their awareness that they can learn from their mistakes and be proud of what they have achieved.
Others
As they learn about and forge relationships with other people, children recognise, value and respect the worth of each individual, demonstrating and understanding how empathy, concern, compassion and other values and virtues affect relationships. Children develop empathy with others and learn to love and be loved.
Archbishop Tutu captured this concept of the importance of relationships as part of spiritual development when he said:
“A person is a person through other persons; you can’t be human in isolation, you are human only in relationships.”
Children demonstrate emotional responses to beauty, kindness and injustice; growing an awareness of when it is important to control emotions and feelings and how to learn to use feelings as a source of growth. Through ‘loving thy neighbour’ children develop a sense of duty and develop their capacity to make a difference by becoming courageous advocates. In helping us to reflect on who we are and the needs of others, spiritual development allows us to think about how we can improve the lives of others and as a result improve our happiness through sharing, caring and being kind. At Blakesley CE Primary School all children act as agents of change through their courageous advocacy projects, fund raising and taking part in awareness days.
The World
Children are born inquisitive. At Blakesley CE Primary School we nurture this innate sense of natural curiosity and guide children towards noticing the world with awe and wonder. A wide range of learning opportunities and first-hand experiences enables children to respond to the beauty and delights of the physical and creative world. Children learn to enjoy and respond to the miracles of everyday life and appreciate art and nature. Children are inspired by the mystery of the natural world and human achievement, and learn about the significant role they play in protecting our world.
Across the curriculum, children are encouraged to ask, contemplate and answer Big Questions about life, religion, nature, science and anything about the world that fascinates them. Children become aware of the world in new ways; to wonder about life’s ‘WOWs’ (things that are amazing and breath-taking), ‘NOWs’ (times of stillness) and ‘OWs’ (challenging events that bring us up short).
Beyond
Other experiences, such as times of reflection and prayer, allow children opportunities related to the transcendental where they may explore and develop an understanding of something outside the ‘everyday’. They develop a sense of what lies beyond material or physical things that they can physically see and touch. This type of spiritual learning may give rise to a feeling or belief in the existence of something that cannot be directly seen. This may be a divine being, perhaps encountering or connecting with God or developing their own faith and values.
Children begin to understand that that one’s inner resources provide the strength and ability to rise above everyday experience. Children relish opportunities to ask, explore and debate Big Questions that help them to understand themselves and their sense of the world and beyond.
What makes your spirit shine?
Everyone’s spiritual development evolves on its own pathway and people find that they resonate with one or more different spiritual styles. Children and adults at Blakesley CE Primary School are encouraged to reflect, explore and discover which spiritual style suits them best by asking the Big Question: What makes your spirit shine?
This enables them to participate in an ongoing process of spiritual realisation and to flourish in a way that will help them find peace, comfort and strength throughout life’s ever-changing journey. Children take delight in sharing what makes their spirituality shine.
Here are some examples of spiritual styles of which a person may prefer and connect with one or more:
Word
People who seek spiritual connection through words of stories, poetry, songs, hymns and prayers. This can involve an be listening to words or reading them.
Emotion
People who enjoy being able to express themselves emotionally, often creatively, through drama, dance, art or music.
Symbols
Some people enjoy the mystery of symbols and rituals such as the beauty of a stained-glass window, prisms of light, meditation and chants, imagery and reflection opportunities. During school worship we use the symbol of a candle to set the tone and sense of calm for an invitational time of reflection, prayer and worship.
Stillness
Some people find that times of quiet and stillness, perhaps involving meditation or yoga practises, enhance their spiritual awareness and receptivity.
Action
Other people are energetic ‘doers’, actively seeking out means to express their spiritual thoughts and beliefs with others. For example, by writing letters, debating or other practical forms of sharing beliefs.
Place
Children and adults may find that particular places in and out of school serve as the best places for them to learn, reflect and respond. For some, this may be at home, outside amongst nature, a place of stillness or whilst visiting a place of worship.
