SPIRITUAL DEVELOPMENT

SPIRITUAL DEVELOPMENT Definition: Spiritual development is the development of the non-material element of a human being which animates and sustains us...
Author: David Dennis
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SPIRITUAL DEVELOPMENT Definition: Spiritual development is the development of the non-material element of a human being which animates and sustains us and, depending on our point of view, either ends or continues in some form when we die. It is about the development of a sense of identity, self-worth, personal insight, meaning and purpose. It is about the development of a pupil’s ‘spirit’. Some people may call it the development of a pupil’s ‘soul’; others as the development of ‘personality’ or ‘character’. Ofsted views pupils who are developing spiritually are likely to be developing some or all of the following characteristics: Rydon Examples List 1  a set of values, principles and beliefs, which may or may not be religious, which inform their perspective on life and their patterns of behaviour  Rights Respecting Articles: College Charter….. updating in line with RR in 2012-13  an awareness and understanding of their own and others’ beliefs  Explored in RE, PSHEE+C  a respect for themselves and for others  Ethos of College  a sense of empathy with others, concern and compassion  Exploration of texts in English, Issues in Human Geography, PSHEE+C, RE issues  an increasing ability to reflect and learn from this reflection  Part of self-assessment, asked to consider actions, Enterprise Skills as Risk takers  an ability to show courage and persistence in defence of their aims, values, principles and beliefs  Governors and SLT along with parents have continued to have zero tolerance for Racist acts  a readiness to challenge all that would constrain the human spirit: for example, poverty of aspiration, lack of self-confidence and belief, moral neutrality or indifference, force, fanaticism,

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aggression, greed, injustice, narrowness of vision, self-interest, sexism, racism and other forms of discrimination. Geog:Fair Trade, Youth speaks and Geog:Human Traffiking, social injustice through texts, assemblies, issues in RE, History eg Holocaust etc an appreciation of the intangible – for example, beauty, truth, love, goodness, order – as well as for mystery, paradox and ambiguity Through RE exploration, texts, Science theory and hypothesis, Art appreciation, Drama exploration a respect for insight as well as for knowledge and reason Through circle time discussions, through curriculum exploration an expressive and/or creative impulse Through pupil and staff assemblies, through at, DT, dance, Music appreciation and composition, through Blooms taxonomy, through House activities, through role play and Drama activities an ability to think in terms of the ‘whole’ – for example, concepts such as harmony, interdependence, scale, perspective Science concepts, DT projects, Music compositions, Enterprise days an understanding of feelings and emotions, and their likely impact. Through circle time, work of PSD, Drama exploration an expressive and/or creative impulse Through Gym, dance, Blooms taxonomy homeworks, Art, DT, project work for a subject area, Drama, role play in MFL

Ofsted views schools that are encouraging pupils’ spiritual development are, therefore, likely to be: Rydon Examples List 2  giving pupils the opportunity to explore values and beliefs, including religious beliefs, and the way in which they affect peoples’ lives  Assemblies, Geog, History, RE, issues raised in English, circle time, PSHEE+C

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 where pupils already have religious beliefs, supporting and developing these beliefs in ways which are personal and relevant to them  RE days eg Buddhism, Hinduism, Geog issues eg Fair Trade  encouraging pupils to explore and develop what animates themselves and others  Opportunity for Christian Union, Eco group, Pupil Council  encouraging pupils to reflect and learn from reflection  As part of self assessment, work in tutor time, in PSD  giving pupils the opportunity to understand human feelings and emotions, the way they affect people and how an understanding of them can be helpful  Through PSHEE+C, Geog, Hist, RE, English texts  developing a climate or ethos within which all pupils can grow and flourish, respect others and be respected  Rights Respecting, Councils, Pupil working parties  accommodating difference and respecting the integrity of individuals  Respecting different religions, cultures  promoting teaching styles which:  value pupils’ questions and give them space for their own thoughts, ideas and concerns  enable pupils to make connections between aspects of their learning  encourage pupils to relate their learning to a wider frame of reference – for example, asking ‘why?’, ‘how?’ and ‘where?’ as well as ‘what?’  Seen in lesson observations and spot checks  monitoring, in simple, pragmatic ways, the success of what is provided.  Spot checks by SLT, Govs visits, Dept reviews, SEFs, pupil feedback

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Moral development: Definition: Moral development is about the building, by pupils, of a framework of moral values which regulates their personal behaviour. It is also about the development of pupils’ understanding of society’s shared and agreed values. It is about understanding that there are issues where there is disagreement and it is also about understanding that society’s values change. Moral development is about gaining an understanding of the range of views and the reasons for the range. It is also about developing an opinion about the different views.

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Ofsted views pupils who are becoming morally aware are likely to be developing some or all of the following characteristics: Rydon Examples List 3 an ability to distinguish right from wrong, based on a knowledge of the moral codes of their own and other cultures Pupils show College code, College rules, Sporting ethos, House Competitions, RE :Year 6 Island Project, moral issues all years, Tutor time activities, discussion re texts and historical incidents or geographical disasters, PSHEE+C a confidence to act consistently in accordance with their own principles follow the College Behaviour code, way pupils behave on trips an ability to think through the consequences of their own and others’ actions pupils show in using Enterprise Skills, problem solving scenarios a willingness to express their views on ethical issues and personal values Pupil council, Eco Council, PSHEE+C, Tutor times, RE, Geography,History, English, assemblies, work in PSD an ability to make responsible and reasoned judgements on moral dilemmas Pupils show in Enterprise days eg Yr 7CSI, Yr 6 Lost Cities, Yr 8 Health and well being, problem solving a commitment to personal values in areas which are considered right by some and wrong by others

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 Pupils reflect views in exploring RE issues eg Farming, vegetarian, PSHEE+C issues exploration, Science  a considerate style of life  RE, PSHEE+C, links with Rwanda, Boulogne, Germany, cultural links with China, Korea through Chichester University links  a respect for others’ needs, interests and feelings, as well as their own  Charity work, Geographical issues, Circle time, work in PSD, Penpal letters in MFL, Remembrance Tea  a desire to explore their own and others’ views  PSHEE+C, Tutor time, English discussions, RE , History, links with other countries, Remembrance Tea  an understanding of the need to review and reassess their values, codes and principles in the light of experience.  Self, and peer assessment, use of oral feedback.

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Ofsted views schools that are encouraging pupils’ moral development are, therefore, likely to be: Rydon examples List 4 providing a clear moral code as a basis for behaviour which is promoted consistently through all aspects of the College College code in handbooks, working on Rights Respecting with pupils/staff promoting measures to prevent discrimination on the basis of race, religion, gender, sexual orientation, age and other criteria Understanding equality through lessons and assemblies, sanctions re racist acts and discrimination 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 Through RE, PSHEE+C, MFL exploration of smoking developing an open and safe learning environment in which pupils can express their views and practise moral decision-making Use of circle time, pupil voice

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 rewarding expressions of moral insights and good behaviour  Headteacher’s award, reward points, newsletter, assemblies  making an issue of breaches of agreed moral codes where they arise – for example, in the press, on television and the internet as well as in school  Special assemblies, newsletters  providing models of moral virtue through literature, humanities, sciences, arts, assemblies and acts of worship  Numerous examples eg Martin Luther King, exploration of Scientists..use of power, Holocaust etc  reinforcing the College’s values through images, posters, classroom displays, screensavers, exhibitions  Vision up with Rights respecting, Rights Respecting poster area in classrooms, displays expecting all people represented and work respected, posters and displays throughout College  monitoring, in simple, pragmatic ways, the success of what is provided.  Pupil exit interviews, parent feedback, spot checks  modelling, through the quality of relationships and interactions, the principles which they wish to promote – for example, fairness, integrity, respect for people, pupils’ welfare, respect for minority interests, resolution of conflict, keeping promises and contracts  Pastoral team work ethic, language used with pupils  recognising and respecting the codes and morals of the different cultures represented in the College and wider community  National Day events, understanding link schools, assemblies reflect Christian, Jewish and Islamic aspects, understanding Unicefs Rights Respecting Code  encouraging pupils to take responsibility for their actions; for example, respect for property, care of the environment, and developing codes of behaviour  Gardening club, link with Storrington Allotment Society, Eco group and visits, Rwandan group on Easter non sanction day. All aspects linked to Rights Respecting Code

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Social Development Definition: Social development is about young people working effectively with each other and participating successfully in the community as a whole. It is about the development of the skills and personal qualities necessary for living and working together. It is about functioning effectively in a diverse global society. It involves growth in knowledge and understanding of society in all its aspects. This includes understanding people as well as understanding society’s institutions, structures and characteristics, economic and political principles and organisations, roles and responsibilities and life as a citizen, parent or worker in a community. It also involves the development of the inter-personal skills necessary for successful relationships.

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Ofsted states pupils who are becoming socially aware are likely to be developing the ability to: Rydon examples: List 5 adjust to a range of social contexts by appropriate and sensitive behaviour Remembrance Tea, Church service, House Service, Summer Fayres, visits, speakers, cultural visits, guides, open events relate well to other people’s social skills and personal qualities Visitors comment on the social skill shown when speaking, guiding and representing the College. Letters to support work, successfully, as a member of a group or team Part of the Enterprise skills, seen in all aspects of the College challenge, when necessary and in appropriate ways, the values of a group or wider community through discussions, councils share views and opinions with others, and work towards consensus Problem solving, discussions, exploring hypothesis resolve conflicts and counter forces which militate against inclusion and unity Work in PSD, Pastoral team reflect on their own contribution to society and to the world of work Through Charity work, Bank of Rydon, PSHEE+C, connexion’s work

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 show respect for people, living things, property and the environment  gained second Eco flag, Advanced Healthy schools award, Assist project, care of the College  benefit from advice offered by those in authority or counselling roles  Work in PSD, Pastoral team, use of counsellors, outside agencies  exercise responsibility  Bank of Rydon, House Captains, Vice and Sports Captains, Eco committee, Pupil council, Pupil voice, Take over Day  appreciate the rights and responsibilities of individuals within the wider social setting  Work on link schools and cultural visitors, PSHEE+C, Assemblies, House Elections  understand how societies function and are organised in structures such as the family, the school and local and wider communities  Work in assemblies, tutor groups, Houses, PSHEE+C, RE, Geography, Historical changes events, House elections  participate in activities relevant to the community  Christmas Tree decoration, provided information for Storrington Museum, activities in village, Village fetes, organised the Rydon Fireworks for everyone in Community, Parish Council meetings, Head: Hooper Downer Trustee, advertise local events in newsletter.  understand the notion of interdependence in an increasingly complex society.  PSHEE+C, Geography, assemblies

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Ofsted views schools that are encouraging pupils’ social development are, therefore, likely to be: Rydon Examples List 6: identifying key values and principles on which College and community life is based Everything we do is based on our vision, our development of Enterprise skills, our development of Rights respecting school fostering a sense of community, with common, inclusive values which ensure that everyone, irrespective of ethnic origin, nationality, gender, ability, sexual orientation and religion can flourish Seen in vision and our Rights Respecting philosophy encouraging pupils to work co-operatively In lessons, basis of Enterprise learning, Enterprise days, House events, Charity fund raising, Fayres, Bank of Rydon, Take Over Day encouraging pupils to recognise and respect social differences and similarities Pupils understand that some pupils make wrong choices but are given chances. Some pupils wear uniform differently because of cultural differences and this is accepted. providing positive corporate experiences – for example, through assemblies, team activities, residential experiences, school productions Highly successful residentials in Yr 6 Hooke Court, Yr 7 Windmill Hill, Ski Trip, Iceland 2013, pupil assemblies, Sports day, swimming gala, Varsity, Rugby inter school competition, Dance Time, County Gym competition, Rydon Got Talent 2012, College Year 8 Dinner Dance and Year 7 serving helping pupils develop personal qualities which are valued in a civilised society, for example, thoughtfulness, honesty, respect for difference, moral principles, independence, inter-dependence, selfrespect All qualities that link Enterprise and Rights Respecting, praise for right actions helping pupils to challenge, when necessary and in appropriate ways, the values of a group or wider community

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 Pupil voice, pupils speaking up for rights  helping pupils resolve tensions between their own aspirations and those of the group or wider society  Discussing aspirations with individuals and pastoral work working with parents to explore these; raising awareness of the possibilities  providing a conceptual and linguistic framework within which to understand and debate social issues  in discussions in PSHEE+C, English, Geography, History. Need to develop a debate group…Rotary Club competition  providing opportunities for engaging in the democratic process and participating in community life  House elections mirroring parliamentary procedure,  providing opportunities for pupils to exercise leadership and responsibility  House, Sports, Vice, Take Over Day, Enterprise, Science Ambassadors, Sports Leaders, Bank of Rydon, Rydon’s Tenner Tycoon, competitions both sporting, mathematical and Rotary Chef  providing positive and effective links with the world of work and the wider community  Health and well being Enterprise Day, CSI working with Police, PSHEE+C Police liaison, Assist project working with Health Service. To further this.  monitoring, in simple, pragmatic ways, the success of what is provided.  Spot checks, Pupil feedback, judges and visitors feedback, Exit surveys

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Cultural Development Definition: Cultural development is about pupils’ understanding their own culture and other cultures in their town, region and in the country as a whole. It is about understanding cultures represented in Europe and elsewhere in the world to be citizens of a global community. It is about understanding and feeling comfortable in a variety of cultures and being able to operate in the emerging world culture of shared experiences provided by television, travel, the internet and social media. It is about understanding that cultures are always changing and coping with change. Promoting pupils’ cultural development is intimately linked with College’s attempts to value cultural diversity and prevent racism.

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Ofsted views pupils who are becoming culturally aware are likely to be developing some or all of the following characteristics: Rydon Examples List 7: an ability to recognise and understand their own cultural assumptions and values Work in PSHEE+C, assemblies, sporting ethos, Food Technology an understanding of the influences which have shaped their own cultural heritage Work in PSHEE+C, assemblies, sporting ethos, Historical background, ICT, Food Technology an understanding of the dynamic, evolutionary nature of cultures through work in Art, Music, DT, Drama, Literature, RE, PSHEE+C, assemblies, MFL, Greek Club an ability to appreciate cultural diversity and accord dignity and respect to other people’s values and beliefs, thereby challenging racism and valuing race equality Music, Art, RE, PSHEE+C, newsletter, assemblies, Food Technology an openness to new ideas and a willingness to modify cultural values in the light of experience Vast array of opportunities in subject areas eg Music, Art, RE, Geography, Food Technology an ability to use language and understand images/icons – for example, in music, art, literature – which have significance and meaning in a culture

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 Art, English, Music, ICT, media in ICT DT and English, assemblies, History, RE images  a willingness to participate in, and respond to, artistic and cultural enterprises  Bank of Rydon and Fayre produce, Brighton University fashion project,  a sense of personal enrichment through encounter with cultural media and traditions from a range of cultures  Outcomes in Art, Music, global links  a regard for the heights of human achievement in all cultures and societies  Through curriculum, enterprise and enrichment days eg Yr 6 a different culture each year  an appreciation of the diversity and interdependence of cultures.  Geography, links with global communities, MFL, historical links, RE Eastern cultures and religions; links with Judaism, Islam and Christianity

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Ofsted views schools that are encouraging pupils’ cultural development are, therefore, likely to be: Rydon Examples List 8: providing opportunities for pupils to explore their own cultural assumptions and values Shown in PSHEE+C, writing, Rydon Times (school newspaper), Dance, Food Technology presenting authentic accounts of the attitudes, values and traditions of diverse cultures RE, Geography aspects eg Brazil addressing discrimination on the grounds of race, religion, gender, sexual orientation, age and other criteria and promoting racial and other forms of equality PSHEE+C, RE, circle time, work in PSD and Pastoral team extending pupils’ knowledge and use of cultural imagery and language

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 ICT,DT eg Graphics, textiles, Literature, MFL, Music, Art, Food Technology  recognising and nurturing particular gifts and talents  G&T register updated termly, clubs, activities, differentiation up, awe and wonder, celebration of personal achievements, show and tell, Rotary Cub Young Chef, Rydon Times, Book Club, Writers group, Music activities, Fashion group, County sports teams, County Dance Time, County Gym competition, Maths KS 2 and 3 competitions, ICT club on developing media skills, Year 8 Year Book  providing opportunities for pupils to participate in literature, drama, music, art, crafts and other cultural events and encouraging pupils to reflect on their significance  Chichester Festival link and workshops/club, Music events in and out of College, Art trips and club, DT and Art Enterprise Fayre events, Anne Frank exhibition, Visiting artist Helen Brown with Year 6  developing partnerships with outside agencies and individuals to extend pupils’ cultural awareness, for example, theatre, museum, concert and gallery visits, resident artists, foreign exchanges  Pallant House, Standen, Horsham Museum, Storrington Museum, Helen Brown visiting artist, Drumming workshops, resident writer in Library, Boulogne visit, pen friend letters France and Germany, visiting teachers from Rwanda, Korea and China  reinforcing the school’s cultural values through displays, posters, exhibitions, etc  Array of displays regularly changed showing pupil outcomes and understanding of culture and cultural explorations  auditing the quality and nature of opportunities for pupils to extend their cultural development across the curriculum  SLT member goes on the trips/excursions, workshops are sampled, pupil feedback, teacher feedback, work followed up to see impact  monitoring, in simple, pragmatic ways, the success of what is provided. 

Spot checks, visits, feedbacks, monitor change in displays

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