The Golden Thread

1. The Golden Thread Exploring the provision for pupils’ spiritual, moral, social and cultural development

2. The Golden Thread

3. 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’

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

5. 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 safetyIdentify three strengths in each of the above areas.

6. 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

7. A People Place If 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

8. 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

9. 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

10. Self-Knowledge – A self awareness in terms of thoughts, feelings and emotions. A growing sense of self esteemRelationships – recognising the value and worth of each individual. Developing a sense of community and building relationships with othersFeelings and Emotions -being moved by beauty and kindness and being hurt by injustice and aggression. Controlling emotions and feelings

11. Creativity –Expressing inner feelings and thoughts through art, craft, music, dance etcA Search for Meaning and Purpose in Life –Reflecting on challenging experiences of life e.g. suffering, death and beauty.Celebration –Celebrating and valuing the different ways in which human beings celebrate special moments in their life.

12. The five key elements of Spiritual DevelopmentSensorySilence and ReflectionStorySymbolCelebration

13. The Sensory Sight Sound Smell Touch Taste

14. Spiritual development and learning Identify an activity for each of the five senses that would be appropriate to enhance pupils’ spiritual development

15. Silence and Reflection

16. Story

17. Symbol

18. Celebration

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

20. WorshipA Time for Spiritual Reflection Question: In pairs consider the importance of Collective Worship in supporting pupils’ spiritual development.

21. COLLECTIVE WORSHIPA Time for Spiritual ReflectionTHE LEGAL REQUIREMENTS FOR ALL SCHOOLS:A daily act of worship for all pupils Worship must be wholly or broadly of mainly Christian characterChurch schools:Worship must be in accordance with the school’s trust deed

22. 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

23. 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

24. 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

25. 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

26. 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

27. Identifying a collection of prayers, hymns and psalms which create a framework for worship Learning traditional responses and prayers which express the essential beliefs of Christians throughout the ages Providing opportunities to discover the value of meditation and silence in worship

28. Experiencing the bond of community expressed through the range of visitors invited to lead worship Sharing in a commitment to dialogue with different faiths in the welcome shown to pupils and a celebration of shared faiths and beliefs

29. Examples

30. Pupils’ Moral Development

31. Ofsted 2012 The SelfWe value ourselves as unique human beings capable of spiritual, moral, intellectual and physical growth and development RelationshipsWe 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.

32. 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

33. 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

34. 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

35. 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.

36. Values Schools require a set of clear values which underpin their ethos In pairs consider what you believe to be key values

37. 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?

38. 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

39. In pairs consider which ones might be regarded as moral values

40. Example

41. 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’

42. 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-operatively Encouraging pupils to recognise and respect social differences and similarities

43. 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

44. 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

45. 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 action Fulfil 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

46. Social Cohesion The school community the children and young people it serves, their parents, carers and families, the school’s staff and governing body and community users of the school’s facilities and services The school’s location the school in its geographical community and the people who live or work in that area. This applies not just to the immediate neighbourhood but also to the city or local authority area within which the school is located

47. The UK communityall schools are by definition part of this community. This includes all areas of the United KingdomThe global communityformed by EU and international links.

48. Meeting inspection requirements Types 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.

49. Meeting inspection requirements The 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

50. 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