We see spirituality as something fundamental to the human condition. We think of it as a function of the way we think and operate as individuals and as a community; as the way we choose to encounter others and the world around us. Our vision statement, ‘Life in all its fullness’ (John 10.10) reflects this. ‘True salvation is fulfillment, peace, life in all its fullness. It is to be who you are, to feel within you the good that has no opposite, the joy of being that depends on nothing outside itself. It is felt not as a passing experience but as an abiding presence. In theistic language it is to ‘know God.’ Eckhart Tolle
Learning itself and daily life in school are very much spiritual experiences. Spirituality underpins this school’s vision and lends the taught and the hidden curriculum its moral compass and its purpose. Our 30 vision statements all have some form of theological grounding and help to deliver both learning and experiences which are broadly and specifically spiritual in nature. Spiritual realisation is not something that needs to be sought and found like an experience or an object, it is there always if we only care to look. As Jesus said, ‘The kingdom of God is not coming with signs to be observed; not will they say, ‘’Lo, here it is!’’ or ‘’There!’’ for behold, the kingdom of God is in the midst of you.’
We have chosen not to use ows, nows and wows as entry points for children’s understanding of spirituality (though each of these find their way into our vision statements in one form or another). Instead we have chosen our own pathways based on the structure of the vision. The vision by its nature is complex so, for the sake of communication and understanding, we have kept the pathways simple.
The structure of the Vision is based on 3 layers of spiritual experience:-
- Ourselves- in that the foundations for spiritual growth lie in us feeling connected to ourselves ( ref vision: ‘People who have the means to shape their own life well’)
- Other- in that the foundation for spiritual growth will also hinge on our feeling connection to others and the world (ref vision: ‘People who are compassionate, who appreciate the value and preciousness of each and every person and all life on earth.’)
- Beyond us- in that a journey of spiritual growth should in its essence include a search for meaning and purpose and in that the destination of spiritual growth should generally include that recognition that we are part of and feel connected to something bigger than ourselves. (ref vision: ‘People who take a delight in learning and feel part of something bigger than themselves.’)
The pathways take three key feelings – appreciation, compassion and curiosity and develop them across the 3 layers of spiritual experience. These pathways will provide an entry point and a reference point for our pupils’ discussions and understanding regarding spirituality. We have chosen to focus on these feelings because they reoccur across both the taught and hidden curriculum and lead quite naturally towards the ‘higher’ levels of spiritual development- the sense that we are part of/ connected to something bigger; that sense that love conquers all and that sense of wonder.
Our spiritual pathways:
ourselves | other | beyond us | |
We appreciate.. | ourselves
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our differences, our world | We feel part of something greater |
We have compassion… | for ourselves | for others, for the world | We feel love is the answer |
We are curious | about ourselves | about others, about the world | We feel wonder |
Those 3 feelings reflect principles we hold dear at Minchinhampton:
- Appreciating difference. We must look to appreciate our differences; must look to adopt an approach that means ‘disengaging temporarily from our own sense of right and wrong and opening ourselves to the moral logic of people with whom we disagree.’ D McGarvey We want our school to be a happy school where children learn to be happy but not at the expense of others’ happiness. Through appreciation, through seeking meaningful connection with all that wonderful variety of creation, with something greater than ourselves, we find peace.
- Love. At the heart of our project there are people and there must be ‘love.’ We know above all else that our pupils and adults alike long for relationships and value. We want our pupils to know, ‘I am lovable.’ Our school needs to be ‘a place where the future is bursting with possibility. A place where they (pupils) are loved and can learn to love.’ (Debra Kidd, 2014). We look to follow Jesus’s command to ‘Love one another. As I have loved you, so you must love one another.’ ‘Let us love not in word and speech, but in action and truth.’ (John 3:18) “To love ourselves and support each other in the process of becoming real is perhaps the greatest single act..’ Brene Brown. We are inspired by many great leaders, like Jesus, who have always taught us to be radically humane; to celebrate the worth of everyone; to make space for hope, to avoid comparison and condemnation and to look beyond existing rules and conventional wisdom to do what is right and good. Jesus’s teachings require us to teach from the heart; to maintain a sense of awe and of limitless possibilities; to persevere in humility. Love is a fundamental human right, a central necessity for life itself, and arguably the pivotal point from which all education flows. We see education as a search for meaning and ‘….you knew that the purpose of human beings was to love, just that, and though you knew it, though it was maybe the only given in the ceaseless search for purpose..’ Niall Williams -This is Happiness. Day to day we would see love as extending ourselves; as working to nurture our own or another’s spiritual growth.
- Reverence for learning. We are all about the learning and constant ongoing development. We feel strongly that ‘to see the act of learning as something not for its own sake but because of what it will get you reduces the wonder of humanity. We are thinking, feeling, art-making, knowledge-hungry, marvellous animals, who understand ourselves and our world through the act of learning. It is an end in itself. It has far more to offer than the things it lets us write on application forms. It is a way to love living right now’ (Matt Haig). When you stop learning, you stop living. ‘The highest activity a human being can attain is learning for understanding, because to understand is to be free.’ Spinoza. We want our pupils to take delight in learning and to truly appreciate the beautiful world in which we live; to take nothing for granted, to be thankful.
If you are able to appreciate simple things like the sound of the rain or the wind; if you can see the beauty of clouds moving across the sky or be alone at times without feeling lonely or needing the mental stimulus of entertainment; if you find yourself treating a complete stranger with heartfelt kindness without wanting anything from him or her, it means that a space has opened up, however briefly, in in the incessant stream of thinking that is the human mind. When this happens, there is a sense of well-being, of alive peace, even though it may be subtle: a sense that you have come into contact with the spiritual.
Worship
Collective worship and class worship provide us with plenty of opportunities to deepen spiritual growth. We cover only 6 core values across a two-year cycle. This narrow focus allows us to explore each value in great depth. Each of these values is planned for carefully as a part of the curriculum. Two of the core values (thankfulness and compassion) reflect the feelings/ principles described above.
Our core values:
Value | Ourselves | Other | Beyond us |
Humility | We are all important
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…but no more important than anyone else. | ..we are part of something |
Courage | Be bold | ..be strong | ..for the Lord our God is with you |
Compassion | Compassion for ourselves | ..compassion for others, for the world | We feel love is the answer |
Forgiveness | Forgive yourself | …forgive others… love your enemy | ..and you will be forgiven |
Thankfulness | Appreciate ourselves | ..appreciate ourselves, our world | We feel part of something greater |
Responsibility | Take responsibility for ourselves | …for others and our world | We serve |
Curriculum
We aim for our pupils to have a reverence for learning; to experience awe and wonder on their learning journey as well as to live their lives by strong values and principles. Two aspects of our curriculum design help in this :-
- The identification of opportunities for spiritual development in our planning
- The existence of curriculum threads that run through much of the curriculum
Spiritual development identified in our planning
Many subject Knowledge Organisers include a spiritual element, for example-
Year 5&6 study light in science. The KO makes the following suggestions:-
Opportunities to explore spirituality/ thread:
key experiences:- look at things lit up by the sunshine; consider the importance of ‘letting in light’- be on the look out for beauty- in places, in people, in moments.
key reflections:–
What would the world be like without light? And God said, “Let there be light,” and there was light. Genesis 1:3
In what way was Jesus the light of the world?
“When Jesus spoke again to the people, He said, ‘I am the Light of the World. Whoever follows me will never walk in darkness …John 8:12
In what way are we opaque to ourselves?
Because you are opaque to yourself, you are never finished with yourself: this is the quest for meaning.’ – Donahue Divine Beauty
Our Curriculum Threads
- Four threads run through the curriculum project – all aiming to generate a core of appreciation/ compassion and curiosity (and in the process a sense of the spiritual) in our pupils by the time they leave Year 6. Threads were chosen based on our community context.
Thread 1: Sense of Community
Contextual feature: Concerns about declining mental health amongst young people. The positive impact on mental health of individuals’ sense of community/ sense of belonging. The importance of feeling connected for the development for an individual’s spiritual development.
Desired outcomes for our Year 6 pupils: For them to feel a sense of belonging, to feel part of a community. To understand what a community is and what makes community important. For them to understand and appreciate their own British/ local/ school/ family cultures. To have knowledge about historical and geographic features of their local community as well as features of scientific interest. For them to feel inspired, in awe and feel protective about the wonderful world on their very own doorstep. To have positive memories of local cultural events they have visited as well as some they have taken part in. To appreciate the importance of supporting their community. They will be proud of contributions they have made to the life of the school including responsibilities they have had as well as those they have made to the wider community. They will have a keen sense of responsibility. They will have experiences of ‘making a difference’ – both in the school environment and reaching out into the local community.
Therefore: The curriculum will draw upon and celebrate the local community; it will be relevant to the children’s own lives. The moral purpose behind their learning will, wherever possible, draw upon the local context. We will look for what we can do for the community and what the community can do for us.
Thread 2: Appreciation of Difference
Contextual Features: a predominantly mono-cultural community and a growing SEND profile, including high levels of neuro-divergency. The importance of feeling connected to yourself, to others.
Desired outcomes for Year 6 pupils: For them to understand that diversity and variety bring colour to people’s lives. For them to have a broad knowledge of other cultures and are able to appreciate and celebrate differences with their own culture. For pupils to be able to fully appreciate what they have; to feel at peace with who they are; to know themselves as an individual but place no greater importance on themselves than they do of others and to be able to make informed comparisons with the experiences of others and to be simultaneously curious and respectful of the differences in others from all walks of life. As a result of their self-appreciation, they are able to value difference – to appreciate the value and preciousness of each and every person and all life on earth; hence people who help to make the world a better place. They are active listeners and they speak with sensitivity and warmth about and to others. They avoid a culture of comparison; instead they nurture courage and humility; who recognise strength and appreciate variety, appreciate differences; who are fascinated by other people.
Thread 3: Environmental Activism
Contextual Feature: The importance of nature and connecting with the world around you for an individual’s spiritual development. Concerns for the environment – the importance of giving children some agency. For spiritual development, the importance of service and of taking opportunities to reach out and make a difference to the world.
Desired outcomes for pupils: Pupils who have a deep respect for their immediate environment and the wider world. They are environmentally aware; confident to speak their truth and have an unwavering belief that they can make a difference, that they can act to make the world a better place, both in their personal habits and through environmental activism. They know their individual impact in terms of what they use and what they leave behind. They appreciate the beauty of nature and that solutions to the eco-emergency can be found in nature. They understand that the relationship between humans and the earth is central to solving the crisis. They appreciate the need for system change and have experienced taking direct action to try to bring about system change. They are proud of their participation in several projects driven towards creating a sustainable future but know that their job is far from done. They are informed – they know the facts regarding the current climate crisis. They show a personal commitment to improving these as well as a commitment to reaching out and convincing others.
Thread 4: Creativity and the Appreciation of Beauty
Contextual Feature: The importance of beauty as a window into the divine; as a source of awe and wonder. A creative local community
Desired Outcome for our Year 6 pupils: Pupils who notice the world around them, use all their senses; who are curious and ask questions and hypothesise and are avid solvers of problems. Pupils who have a deep respect for the world around them and an appreciation of the preciousness and value of all life and creation. Pupils who see the world as a wondrous, beautiful place, full of possibility. Pupils who recognise themselves as one small part or an extraordinary whole, who feel connected and alive.
Therefore: We find opportunities to appreciate beauty. ‘I asked the earth, I asked the sea and the deeps, among the living animals, the things that creep. I asked the winds that blow, I asked the heavens, the sun, the moon, the stars and to all things that stand at the doors of my flesh…My question was the gaze I turned to them. Their answer was their beauty.’ (St Augustine)
Vision statements:
Spiritual references & core messages:
The 30 Vision statements are detailed. They indicate the ‘experience’ we hope to give our pupils. Here below the Vision statements are given their theological grounding as well as some of the language of learning and/or spirituality the children are likely to encounter on their journey through the school. We in no way expect the children to be able to personally define the vision in terms of the vision statements- though they will perhaps recall specific elements- ones that resonate most with them as individuals.
We believe the foundations for spiritual growth lie in us feeling connected to ourselves—OURSELVES: |
Vision:
‘People who have the means to shape their own life well’ |
We are committed to:- |
Vision statement 1:
● moving forward together, ensuring everyone in our mixed community is participating and no one is left behind; |
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Vision statement 2:
● …but fascinated by the individual; the vision assumes a deep rooted faith in humanity and the vision expects fascination with the individual, with ourselves, with others |
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Vision statement 3:
● aiming for self-empowerment Ultimately we believe education itself should be about self-empowerment for people, self-empowerment now and for a lifetime. We define education here in its most literal and fundamental sense of ‘e-ducere’ meaning ‘to bring out’ that which is in all of us. |
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Vision statement 4:
● staying ‘present focused… |
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Vision statement 5:
● avoiding unnecessary comparisons- avoiding winners and losers, ensuring those who are less school sure do not feel less in themselves; looking to provide a sense of self-worth unconnected to what we produce, unconnected to success, recognition and approval. |
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Vision statement 6:
● feeling enough |
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Vision statement 7:
● building on strength rather than comparing ourselves with others. We recognise everyone has strengths and the best way forward involves building on these. |
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Vision statement 8:
● becoming self aware- helping children to know themselves; to know their feelings and be true to them, to know their thoughts and be able to marshall them. |
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Vision statement 9:
●accepting we will all make mistakes – forgiving ourselves and others for these mistakes; knowing that mistakes are an opportunity to learn. |
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Vision statement 10:
● aiming for maximum impact early on because a divergence in pupils’ life chances happens early; |
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Vision statement 11:
● using wisdom to solve problems; to help us respond well when things go wrong; when we are faced with risk, uncertainty and emotional exposure; and help give us a sense of renewal and hope; |
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Vision statement 12:
●Tapping into our natural creativity “Where I create, there I am true…” Rainer Maria Rilke |
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Vision statement 13:
● leading a healthy, balanced lifestyle and developing all round confidence; |
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Vision statement 14:
● and adopting a collaborative approach, recognising we are often better together: |
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The children’s spiritual growth will also hinge on the children feeling connection to other.
OTHER: |
Vision:
‘People who are compassionate, who appreciate the value and preciousness of each and every person and all life on earth.’ |
We are committed to:- |
Vision statement 15
● our school being a loving school |
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Vision statement 16
● a culture of caring, of listening; of empathy; a place of safety, where everyone has the best chance at self -regulation |
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Vision statement 17
● a place full of giving. We aim to think more about others than we think about ourselves. |
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Vision statement 18
a place full of compassion. Compassion is one of our 6 core values |
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Vision statement 19
● we work hard to appreciate difference, not simply accepting it. |
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Vision statement 20
● to staying humble- humility is one of our 6 core values |
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Vision statement 21
● community and a sense of belonging, of solidarity; to friendship and democratic participation; to promoting willing reciprocity. |
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Vision statement 22
● taking responsibility for ourselves and others. We look to run a school and teach a curriculum that practices responsibility; that emotionally engages people in their learning; that acquires knowledge that is powerful because it helps to socially connect people; because it is used compassionately to help make the world a better place. Responsibility is one of our 6 core values |
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Vision statement 23
● committed to the common good -an education that encourages and enables all students and adults to contribute to the common good. |
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Vision statement 24
● committed to social justice… we are committed to an education that benefits us all, to a socially just, more equal society. |
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Vision statement 25
to relationships which are respectful and positive and constructive. We recognise emotional intelligence and relationships lie at the heart of a healthy human existence. |
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A journey of spiritual growth should in its essence include a search for meaning and purpose and in that the destination of spiritual growth should generally include that recognition that we are part of something bigger than ourselves.
BEYOND US: |
Vision:
‘People who take a delight in learning and feel part of something bigger than themselves.’ |
We are committed to:- |
Vision statement 26
● knowledge that is inspiring: that is relevant and transformational; that gives joy, awe and wonder. “Wonder is the feeling of a philosopher, and philosophy begins in wonder.” –Dialogs of Plato, Theaetetus, 155d |
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Vision statement 27
● instilling a reverence for learning. When you stop learning, you stop living |
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Vision statement 28
● nurturing active, inquiring, attentive learners who go on to devour everything that this beautiful world can offer them; |
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Vision statement 29
● people feeling like anything is possible, that their lives are full of possibility, that there is hope. “Stop acting so small. You are the universe in ecstatic motion.”- Rumi |
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Vision statement 30
● the love of books. “To learn to read is to light a fire; every syllable that is spelled out is a spark.” -Victor Hugo |
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Vision statement 26
● a wealth of learning opportunities. We recognise how just important new and interesting opportunities are for enriching the lives of the people in our school. |
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Vision statement 27
● giving people autonomy in their learning and the confidence to take responsibility |
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Vision statement 28
● appreciating the thrill and beauty of creation; ‘To see a World in a Grain of Sand, And Heaven in a Wild Flower, Hold Infinity in the palm of your hand, And Eternity in an hour.’ -William Blake |
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Vision statement 29
● reflecting deeply about the big questions in life as well as about ourselves and others; |
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Vision statement 30
● spirituality and wisdom borne out of knowledge of the world within as well as the world without; |
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