The Golden Thread

Exploring the provision for pupils’ spiritual, moral, social and cultural

development

The Golden Thread

The BackgroundThe 1944 Education Act stated that:‘It shall be the duty of the Local Authority for every area for far as their powers extend to contribute towards the spiritual, moral, mental, and physical development of the community’

The 1988 Education Reform Act stated that:the curriculum in a maintained school should promote‘…the spiritual, moral, cultural, mental and physical development at the school and of society’

1992 Education Act Introduced the Office for Standards in Education (OFSTED). Each school now had a legal requirement to promote:‘pupils’ spiritual, moral, social and cultural development’. Ofsted was charged with inspecting this aspectof pupils’ education

Ofsted 2012The judgement grade for spiritual, moral, social and cultural development now sits in the judgement for overall effectiveness.

Inspectors must base their judgements on the main contributory judgements of:

Pupils’ achievement including those who have a disability and/or those who have special educational needsThe quality of teachingLeadership and managementPupils’ behaviour and safety

Identify three strengths in each of the above areas.

In addition,

How well the school provides positive experiences for all pupils by promoting the pupils’ spiritual, moral, social and cultural development through planned and coherent opportunities in the curriculum and through interactions with teachers and other adults

A People PlaceIf this is not a place where tears are understood,

Where do I go to cry?If this is not a place where my spirits take wing,

Where do I go to fly?If this is not a place where my questions can be asked,

Where do I seek?If this is not a place where my feelings can be heard,

Where do I go to speak?If this is not a place where you’ll accept me as I am,

Where can I go to be?If this is not a place where I can try to learn and grow,

Where can I just be me? William J Crocket

Pupils’ Spiritual Development

‘Spiritual development is like a bird: if you hold it too

tightly, it chokes; if you hold it too loosely it flies away.

Fundamental to spirituality is the absence of force’

Rabbi Hugo Gryn

What is Spiritual Development?

Beliefs – The development of personal beliefs (for some, religious) and an appreciation that people have individual and shared beliefs and values which contribute to personal identity

Awe, Wonder and Mystery – being inspired by the natural world , mystery and human achievement

Experiencing Feelings of Transcendence – Feelings which may give rise to belief in the existence of a divine being

Self-Knowledge –Self-Knowledge – A self awareness in terms of thoughts, A self awareness in terms of thoughts, feelings and emotions. A growing sense of self esteemfeelings and emotions. A growing sense of self esteem

Relationships Relationships –– recognising the value and worth of each recognising the value and worth of each individual. Developing a sense of community and building individual. Developing a sense of community and building relationships with othersrelationships with others

Feelings and Emotions Feelings and Emotions -- being moved by beauty and being moved by beauty and kindness and being hurt by injustice and aggression. kindness and being hurt by injustice and aggression. Controlling emotions and feelingsControlling emotions and feelings

Creativity –Creativity – Expressing inner feelings and thoughts Expressing inner feelings and thoughts through art, craft, music, dance etcthrough art, craft, music, dance etc

A Search for Meaning and Purpose in Life –A Search for Meaning and Purpose in Life – Reflecting on challenging experiences of life e.g. suffering, Reflecting on challenging experiences of life e.g. suffering, death and beauty.death and beauty.

Celebration –Celebration – Celebrating and valuing the different ways Celebrating and valuing the different ways in which human beings celebrate special moments in their in which human beings celebrate special moments in their life.life.

The five key elements of Spiritual

Development

SensorySilence and Reflection

StorySymbol

Celebration

The Sensory

SightSight

SoundSound

SmellSmell

Touch Touch

TasteTaste

Spiritual development and learning

Identify an activity for each of the five senses that would be appropriate to enhance pupils’ spiritual development

Silence and Reflection

Story

Symbol

Celebration

Celebration

List some examples of how you celebrate in your school with particular emphasis on promoting pupils’ spiritual awareness.

WorshipA Time for Spiritual Reflection

Question:In pairs consider the importance of Collective Worship

in supporting pupils’ spiritual development.

COLLECTIVE WORSHIPCOLLECTIVE WORSHIPA Time for Spiritual ReflectionA Time for Spiritual Reflection

THE LEGAL REQUIREMENTS FOR THE LEGAL REQUIREMENTS FOR ALL SCHOOLS:ALL SCHOOLS:

A A daily act of worship for all pupils daily act of worship for all pupils

Worship must be wholly or broadly of mainly Christian Worship must be wholly or broadly of mainly Christian charactercharacter

Church schools:Church schools:Worship must be in accordance with the school’s trust deedWorship must be in accordance with the school’s trust deed

Worship must be Appropriate: Planning should take account of the ages, aptitudes and family backgrounds of the pupils in the school Children in early years need language and content appropriate to their age and family background just as older students need material that challenges their developing perceptions of the world Particular sensitivity is required for those students whose faith is not Christian

Creativity:

• Worship should be set in a context that appeals to the imagination

• The correct atmosphere for worship should be created• It is an opportunity to use the creative arts

e.g.: art, music, dance, picture, religious symbols, story, movement and gesture

Inclusive:

Worship must be inclusive

Worship is not an occasion for evangelism

Worship is a time when individual integrity is respected

Those leading worship must also have their integrity respected

Church Schools have a ‘Trust Deed’which defines their worship.

The importance of using elements from the school’s heritage which can be drawn upon for Collective Worship

Elements of the Christian Tradition

Using the Bible as a source book for inspiration and learning

Reflecting upon Christian symbols and their use in worship

Observing the cycle of the Anglican year:

Advent, Christmas, Lent, Easter, Pentecost and Holy days

Participating in the regularity and practice of Eucharist

Identifying a collection of prayers, hymns and Identifying a collection of prayers, hymns and psalms which create a framework for worshippsalms which create a framework for worship

Learning traditional responses and prayers Learning traditional responses and prayers which express the essential beliefs of Christians which express the essential beliefs of Christians throughout the agesthroughout the ages

Providing opportunities to discover the value of Providing opportunities to discover the value of meditation and silence in worshipmeditation and silence in worship

• Experiencing the bond of community expressed Experiencing the bond of community expressed through the range of visitors invited to lead through the range of visitors invited to lead worshipworship

• Sharing in a commitment to dialogue with Sharing in a commitment to dialogue with different faiths in the welcome shown to pupils different faiths in the welcome shown to pupils and a celebration of shared faiths and beliefsand a celebration of shared faiths and beliefs

Examples

Pupils’ Moral Development

Ofsted 2012

The Self We value ourselves as unique human beings capable of spiritual, moral, intellectual and physical growth and development

Relationships We value others for themselves, not only for what they have or what they can do for us. We value relationships as fundamental to the development and fulfilment of ourselves and others, and for the good of the community.

Society We value truth, freedom, justice, human rights, the rule of law and collective effort for the common good. In particular, we value families as sources of love and support for all their members, and as the basis of a society in which people care for others.

The environment We value the environment, both natural and shaped by humanity, as the basis for life and a source of wonder and inspiration.

Schools providing a strong moral code are likely to be:

Providing a clear moral code as a basis for behaviour which is promoted consistently through all aspects of the school

Promoting racial, religious and other forms of equality

Giving pupils opportunities across the curriculum to explore and develop moral concepts and values- for example, personal rights and responsibilities, truth, justice, equality of opportunity, right and wrong

Developing an open and safe learning environment in which pupils can express their views and practise moral decision making

Making an issue of breaches of agreed moral codes where they arise – e.g. in the press, on television and the internet as well as in school

Modelling, through the quality of relationships and interactions, the principles which they wish to promote – e.g. fairness, integrity, respect for persons, pupils’ welfare, respect for minority interests, resolution of conflict, keeping promises and contracts

Recognising and respecting the codes and morals of the different cultures represented in the school and the wider community

Encouraging pupils to take responsibility for their actions; for example, respect for property, care of the environment, and developing codes of behaviour

Providing models of moral virtue through literature, humanities, sciences, arts, assemblies and acts of worship

Reinforcing the school’s values through images, posters, classroom displays, screensavers, exhibitions, etc and

Monitoring in simple, pragmatic ways, the success of what is provided.

Values

Schools require a set of clear values which underpin their ethos

In pairs consider what you believe to be key values

Key Questions:

What are the key values of the school?

How are they reflected in the school’s ethos ?

How can these values be used in Collective Worship to underpin the whole school ethos and support pupils’ spiritual, moral, social and cultural development?

How can staff help develop the values of the school through the whole school curriculum?

Values

Equality Co-operation Unity Tolerance Stewardship Friendship Forgiveness Reconciliation Dignity Endurance Patience Service Reverence Compassion Understanding Sacrifice Companionship Integrity

Bravery Wisdom Greatness Temptation Support Commitment Acceptance Loyalty Co-operation

Thankfulness Peace Truth Humility Healing Courage

Relationship Wonder Faith Justice Respect Charity

In pairs consider which ones might be regarded as moral values

Example

Pupils’ Social Development

‘The quality of relationships will define the kind of people that we are and the type of world in which we live’

Meeting inspection requirements

Identifying key values and principles on which school and community life is based

Fostering a sense of community, with common inclusive values

Promoting racial, religious and other forms of equality

Encouraging pupils to work co-operativelyEncouraging pupils to recognise and respect social

differences and similarities

Meeting inspection requirements

Providing positive corporate experiences e.g.. through assemblies, team activities, residential experiences, school productions

Helping pupils develop personal qualities which are valued in a civilised society, for example, thoughtfulness, honesty, respect for difference, moral principles, independence, inter-dependence, self-respect

Helping pupils resolve tensions between their own aspirations and those of the group or wider society

Meeting inspection requirements

Providing a conceptual and linguistic framework within which to understand and debate social issues

Providing opportunities for engaging in the democratic process and participating in community life

Providing opportunities for pupils to exercise leadership and responsibility

Providing positive and effective links with the world of work and the wider community

Monitoring in simple, pragmatic ways, the success of what is provided

The Children’s Plan

Set out the aim for all children to:Understand others, value diversity, apply and defend human

rights and be skilled in participation and responsible actionFulfil their potential and success at the highest level possible,

with no barriers to access and participation in learning and to wider activities and no variation between outcomes for members of different groups.

Have a real and positive relationships with people from different backgrounds and feel part of a community at local, national and international level

Make a list of the national and international links in your school

Social Cohesion

The school community the children and young people it serves, theirparents, carers and families, the school’s staff andgoverning body and community users of the school’sfacilities and services

The school’s locationthe school in its geographical community and thepeople who live or work in that area. This applies notjust to the immediate neighbourhood but also to thecity or local authority area within which the school islocated

The UK community all schools are by definition part of this community. This

includes all areas of the United Kingdom

The global community formed by EU and international links.

Meeting inspection requirementsTypes rates and patterns of bullying and the

effectiveness of the school’s actions to prevent and tackle all forms of bullying and harassment, including cyber-bullying and prejudice- based bullying related to special need, sexual orientation, sex, race, religion and belief, gender reassignment or disability.

The views expressed by pupils and different groups of pupils on behaviour and safety, respect for and courtesy towards others and their views on harassment, racism, homophobia and different types of bullying.

Meeting inspection requirementsThe extent to which pupils are able to understand

and respond to risk, for example risks associated with extremism, new technology, substance misuse, knives and gangs, relationships ( including sexual relationships) water, fire, roads and railways.

Pupils’ respect for and courtesy towards each other and adults and their care for school facilities as shown by their behaviour around the school

The school’s response to any extremist behaviour shown by pupils

Beyond Inspection

‘Schools should consider the school as a community. They should offer a model for living and working together and experience the tensions that often take place within a community. These experiences should take place within a safe environment in which everyone’s views and opinions are valued’.

Revd. Peter Shepherd

Social Values

In pairs look again at the list of values and consider which ones might be considered ‘social values’

Example

Pupils’ Cultural Development

‘When you understand someone else’s culture you are

much more likely to respect them.’

A year 12 student

Meeting inspection requirements

Providing opportunities for pupils to explore their own cultural assumptions and values

Presenting authentic accounts of the attitudes, values and traditions of diverse cultures, addressing racism and promoting race equality

Extending pupils’ knowledge and use of cultural imagery and language

Recognising and nurturing particular gifts and talents

Providing opportunities for pupils to participate in literature, drama, music, art crafts and other cultural events and encouraging pupils to reflect on their significance

Developing partnerships with outside agencies and individuals to extend pupils’ cultural awareness, for example, theatre, museum, concert and gallery visits, resident artists, foreign exchanges

Reinforcing the school’s cultural values through displays, posters, exhibitions etc

Auditing the quality and nature of opportunities for pupils to extend their cultural development across the curriculum

Monitoring in simple, pragmatic ways, the success of what is

provided.

Auditing the quality and nature of opportunities for pupils to extend their cultural development across the curriculum

Monitoring in simple, pragmatic ways, the success of what is provided.

Multi- Cultural Audit

In pairs discuss the audit in relation to your school

Example