Spirituality

Jennett’s Park CE Primary School is a community woven together to flourish and achieve. As a church school we are guided by the Christian faith and values, however, we are an inclusive environment that enables all children and adults to engage in spiritual development for all and to “live life in all its fullness”. Spiritual development is interwoven throughout the curriculum, through prayer, stillness, worship and reflection.

Spiritual reflection is not dependent on religious affiliation but aims to embrace fundamental questions about the meaning and purpose of life and to nurture ourselves, one another, the world around us and beyond.

Collective Worship

Candle Time

Spacemakers Toolkit

Theo’s Garden

Curriculum

Take a now moment

If you are a parent/carer and would like to further understand more about how to support your child’s Spiritual Development please look at the video below from the National Institute for Christian Education nicer.org.uk:

Here is an example of ‘A hope a wish and a prayer’ from the children after an act of Worship:

•  The wonder of number pattern, pattern and order
•  What cannot be measured? For example, love
•  What cannot be accurately counted? For example, the difference an act of kindness makes.
• Infinity and nothing
• Shape and regularity
• Truth, certainty and likelihood
• The universality of mathematics over time and space
• The wonder of numbers, formulae and equations

• Empathy with authors and the characters in stories and plays
• The appreciation of the beauty in language
• Emotions and sentiments in writing and speech
• Heroes and heroines in literature
• Imagining oneself as someone else
• Escaping into other worlds through literature
• The element of wonder in literature
• The values of great, creative work

•  Exploring spirituality questions through general questions e.g.
  • What inspired you in this text?
  • o How did a character cope with a challenge in life?
  • o How did the actions of a character surprise you?
• How do you think you would have responded to that wow or ow moment?
•  What do you think makes these words so powerful/beautiful/painful? What words would you have used?
• Showcasing and valuing writing

•  Exploring the importance of language learning and its effects e.g. communicating on holiday or welcoming and comforting a stranger in our country/ school/ community.
• Noticing the feeling of communicating with someone in a new language
• Noticing the feeling of learning something new about our world

•  The awe and wonder of physical geography
• The ow of discovering different physical regions do not provide the same opportunities
• Opportunities to respond and take responsibility in a challenging world
• Wonder at the diversity of environments and people
• Questions about the care of the environment

• World (economic) development
• Empathy with people from other parts of the world, the beliefs behind particular causes and campaigns and overcoming stereotypes.

• Exploring and making connections of historical events and wows and ows
• Providing opportunity to explore future decisions and choices
• Being part of history
• Handling artefacts and resources and experiences and trips
• Influential events and people
• The commitment of significant people in history
• The nature and importance of invention and exploration
• Empathy with people from other times in history

• Celebrating the achievement of a new skill/ achievement
• Exploring feelings of proudness, movement, perseverance and achievement
• The feeling of being in the ‘now’ moment-completely focused on a task, activity or challenge
•  Having an awareness of one’s own strength and limitations.
• Being a team member and sportsmanship
• Extremes of skill, endurance and achievements
• Emotion in sport

• Delight in discovering how things work
• Opportunities for awe and wonder
• Exploring what questions cannot be answered by science
• Exploring and questioning of beginning, creation and evolution
• The universe and beyond
• Discovering the limits of experimentation
•  Regularity and order in science
• Beliefs in science and the faith of scientists
• The impact of scientific achievements
• Understanding of varying view points of RE and Science

• The work of creative artists of varying times and places
•  Expressing, interpreting and exploring deep feelings, emotion and profound beliefs
•  Artistic creativity
• The effects of the arts on emotions and senses
• Skill in creation and performance
• Personal response and preference
• Music Points to consider:
• Exploring styles of music that ‘invites you to explore the mystery that dances within your soul’ (K. Hall) and explore styles that have the opposite effect.
• To explore how music encourages creativity, delight, and curiosity
• Explore the wows and ows in the stories behind the artists
• Celebrating and respecting different responses to art

• What motivates designers and their decisions, e.g for monetary gains or improving and helping people?
• Discovering how something works
• Appreciating genius
• Beauty in design
• Perseverance to solve problems
• Personal achievement
• Learning from others and nature

• The wonder of worldwide instant communication
• The speed of the growth of knowledge
• The accessibility of knowledge and contact with other people worldwide

•  Exploration of topics such as relationships, feelings & attitudes, keeping safe and ‘your body’ and making natural links with the wows, ows and nows
• Ideas of honesty and sensitivity needed for gentle reflection

•   The celebration of achievement and success
•   To support the ows of difficulty and frustrations in situations
•   Expectations, rules and routines and happy, learning environment to maximise the everyday moment of concentration and being in the present, creating a sense of calm and completeness within the school environment.
• Visiting places of interest and immersing oneself into the learning
•  admire and wonder at the natural environment and human creative efforts
• personal relationships and experiences in challenging situations
• Creating community cohesion links at a local, national and global level
• Engagement in activities that promote courageous advocacy
• Participation in a wide range of events and activities, involving a range of outside agencies, coaches, etc.