How do we understand 'Spirituality'

at Berkswich CE?  

How does this understanding enhance and enrich the spiritual development

of our children and staff members?

"I have come that they may have life, and have it to the full."

John 10:10, Bible

Our children are all individuals and wonderfully unique: they have all been on very different journeys and continue to travel their own paths, but our school vision, and indeed the Church of England’s Vision for Education, states that children should experience, ‘life in all its fullness’ (John 10:10). At Berkswich CE Primary, we believe that we need to give all of our children the opportunity to become who God intends us to be. In order to do this, children should be given opportunities to grow spiritually, live life to the fullest and flourish.

What is spirituality?

It is very difficult to define ‘spirituality’ because it is a very personal experience which differs from person to person, and often spirituality changes within a person's lifetime. Spirituality is not the same as having a religion or faith: a child can be spiritual without having a particular faith.

As a school, spiritual development focuses on being curious, expressing and sensing the feelings of awe, tackling challenges about the world around us, empathising and considering the views of others, asking questions, reflecting and being inspired by bigger ideas and things outside of ourselves. It is about taking opportunities to act on our values and beliefs.

What does a spiritual learner look like?

Spiritual learners become increasingly aware of the concept of self – the inner person and the way that this shapes an individual’s perception of themselves as a unique human being. 

Spiritual learners become increasingly aware of the concept of others – a growing empathy, concern and compassion for how to treat others. Spiritual learners reflect on how their values and principles affect their relationships with others around them and in their wider global community.

Spiritual learners become increasingly aware of the concept of a physical and creative world – a growing relationship with beauty through the ability to respond emotionally to experiences of the wonder of the natural world and the results of human creativity.

Spiritual learners become increasingly aware of the concept of the beyond – the ability to explore experiences beyond the everyday. Spiritual learners search for meaning in their very existence and their place in the world.

How do the children understand Spirituality?

As a church school, we believe that spirituality is an intrinsic part of the whole curriculum; indeed, our ethos of 'Achieve, Believe and Care' can be understood within this context. The following contains some of the ways in which we speak about spirituality in school; this is always age and stage-appropriate.

The images of windows, mirrors and doors are helpful for the teachers and children in school. We use these steps to invite ourselves and others to look out into the world, reflect and act - helping ourselves and others live life to the full.

What does progression look like?

Spiritual development may be a gentle process; whereas at other times there may be significant stages of realisation, which are both part of an on-going journey. These could moments found when, for example, involved in a whole school global project, walking alongside the canal in Year Six during a geography lesson, or being impacted by an other's reflections during a reading adventure. The opportunities are woven throughout the school week. There is not a 'finished' point, but a satisfaction to be found in the journey and the destinations visited, through school and beyond 

We thought that it would be useful for parents and carers to see the type of questions asked, and exploration that takes place across the curriculum. Although we have added examples for each phase, these are not the only opportunities and children will not be held back if they are able to explore more deeply than may be expected at their age, stage and experience.