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    Add as FriendSpirituality across the Curriculum

    by: Rogers

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    1 : Spirituality across the Curriculum Led by Verity Holloway and Derek Holloway Salisbury Diocesan RE Advisers
    2 : ‘‘If the ‘spiritual’ is properly and fully addressed, the ‘moral, social and cultural’ will fall into place more easily’’ Alan Brown
    3 : Aims of the session Why? What? How?
    4 : Why Spiritual Development? Concern with this aspect of pupil development has a long history and can be seen embedded in recent government legislation Aim 2 of the National Curriculum: ‘The School curriculum should aim to promote pupil’s spiritual ,moral, social, and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life ‘
    5 : Why Spiritual Development ? Pupil motivation - Pupils will want to do their best if they believe they matter to their school as unique individuals capable of growing in spirit, making responsible moral decisions and enjoying the fruits of human creativity. Experiences and relationships throughout the school must convince them of their value as individuals Teacher motivation -No one can make others feel valued unless they feel valued themselves. A prime motivator for adults is a belief that what they are doing matters e.g. teaching to help pupils fulfil their potential as human beings rather than to help them pass exams.
    6 : Spiritual development and Personalised learning the heart of personalized learning is the systematic and explicit development of learning skills and strategies across the curriculum. The aim is to enable pupils to understand themselves better as learners and so take greater control of and responsibility for their learning, transferring and applying a widening repertoire of learning approaches in different subjects and contexts. Slightly adapted form the dfes Standards Site website
    7 : Why Spiritual Development ? Ofsted and the SEF Personal development and well being: learners spiritual, moral and social and cultural education SIAS inspection How well does the school, through its distinctive Christian character meet the needs of all learners?
    8 : What is spiritual development? Involves helping children: - reflect on important questions of meaning and identity think about special events in life and how they are celebrated explore the relationship between human beings and their environment develop their self-esteem and awareness think about the value and significance of relationships reflect on their emotions and feelings express their beliefs, ideas and experiences through art dance music drama
    9 : What is spiritual development? All subjects across the curriculum – not just RE and Collective Worship
    10 : Four aspects of spirituality: Reference: ’Making Sense of Spiritual Development’ by David Smith Spiritual capacities Spiritual experiences Spiritual understanding Spiritual responses
    11 : Spiritual Development in the big picture Confident individuals leading safe and healthy lives PLT’s personal, learning and thinking skills Learning approaches: Community of Enquiry
    12 : UNWANTED This haunting image shows Joseline Ingabire, a 38 year old Tutsi woman, embracing her daughter Leah. In the background is Hossiana, her other daughter. Leah was born as a result of her being raped by Hutu militia during the Rwandan Civil War in 1994. She says that she still finds it impossible to love Leah. "I am beginning to appreciate that this other one (Leah) is innocent but even when I get clothes for them, I give priority to the older one." “I love my first daughter because I gave birth to her as a result of love." "one cabinet minister said she was personally in favour of getting rid of all Tutsi; without the Tutsi, she told ministers, all of Rwanda's problems would be over.” Which religious beliefs and practices could Joseline gain hope from? What ethical issues are raised by this image?
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    15 : Spiritual Development in the big picture Confident individuals leading safe and healthy lives PLT’s personal, learning and thinking skills Learning approaches: Community of Enquiry Dimensions: Cultural diversity and identity, Creativity and critical thinking Checklist of indicators ?
    16 : Shallow Deep and Profound learning: John West Burnham Shallow learning is Memorisation, Information recall, Replication Deep learning is Reflection, Knowledge and Understanding Profound learning is Intuition, Wisdom and Meaning
    17 : Preparing the teaching activity: Some teaching methods maximise the opportunity for spiritual development:- Use of open ended questions Storytelling Quiet reflection Close observation e.g. in Science Activities that take account of spiritual issues that lie behind the particular topic being taught
    18 : How to develop spirituality across the curriculum? Vision define what you mean Audit what are you already doing? Monitor and review include in planning (in a manageable way!)

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