Spiritual Development

At St Nicholas, we celebrate and respect the diversity of our school community. There is a shared understanding that everyone is made in God’s image, regardless of faith, culture or background.

Spiritual development is a core thread that runs through our school, and as such, it is seen as vital for the flourishing of all within our community. This comes from the Church of England Vision for Education, which is rooted in Jesus’ desire that we should have ‘life in all its fullness’ (John 10:10). As our spiritual nature is such a fundamental part of our humanity, spiritual development is a key part of this holistic view of education.

Children learn that spiritual development is different for everyone and is a very personal and unique experience that evolves throughout a person’s lifetime, but one that happens in a community alongside others.

A Shared Understanding of Spirituality

St Nicholas School has chosen to use the following shared understanding of spirituality and spiritual development;

Spirituality is not something we can see; it is something that we feel inside ourselves as we try to make sense of the world around us and understand our place in it. It is about awe and wonder, taking time to be aware of the people and circumstances around us and an understanding that there is something ‘bigger’ than us.

Spirituality helps us to understand ourselves and ‘what makes me, me?’ It is the way in which we utilise our thoughts and emotions to reflect, respond to, and seek to give meaning and purpose to the experiences that we encounter.

Spirituality is about a connection with ourselves, others, the world and beyond. It relates to ‘big questions’ that require a deeper level of thinking. It is about noticing, questioning, being curious and having a ‘growth mindset’ as we reflect on how we are living our lives.

It is about being thankful for all that we have - the good, joyful, truthful and beautiful, and, in respectful relationship with others, it is about valuing and embracing all that the world around us has to offer.

Our Christian vision, values and understanding of the Bible and Christian practice support us as we navigate own unique paths in life, so that we may shine and live life in all its fullness.

Explaining Spirituality to Children

With younger children, when we talk about spirituality, we use the idea of a doughnut. This is taken from the work of Liz Mills (The Doughnut and the Hole) who shares that the doughnut represents the ‘whole of us’, our mind and body. The inner hole represents the intangible spirit, which without this, there would be no doughnut. Our inner self, is also a big part of who we are.

We also talk to the children about the Holy Spirit, which cannot be seen; just like the wind. We cannot see the wind, but we can see the effects of it and see/feel leaves swirling, water spraying and trees rustling.

Similarly, we cannot see the Spirit, but we witness the effects of the Spirit’s work:

• Reminding us of God’s care
• Prompting us to show love
• Helping us in our time of need.

Rebecca Nye, (2009 Children’s Spirituality: what it is and why it matters) suggests that spirituality can be defined as relational awareness. That means awareness of our relationship with: 

• Self
• Others
• World
• Beyond

We talk to the children about these relationships:

• Self

Children develop their sense of self-perception, an understanding, awareness and acceptance of themselves as being a unique person. This involves a searching for meaning and purpose – asking questions such as, ‘What makes, me, me?’ and ‘Why me?’ at significant times in their life. Children engage in opportunities to reflect on their experiences; to meditate on life’s big questions and to consider some possible answers.

• Others

As they learn about and forge relationships with other people, children recognise, value and respect the worth of each individual, demonstrating and understanding how empathy, concern, compassion and other values and virtues affect relationships. Through ‘loving thy neighbour’ children develop a sense of duty and develop their capacity to make a difference by becoming courageous advocates. 

• The World

Children are born inquisitive. At St Nicholas we nurture this innate sense of natural curiosity and guide children towards noticing the world with awe and wonder. A wide range of learning opportunities and first-hand experiences enables children to respond to the beauty and delights of the physical and creative world. Across the curriculum, children are encouraged to ask, contemplate and answer questions about life, religion, nature, science and anything about the world that fascinates them.

• Beyond

Other experiences, such as times of reflection and prayer, allow children opportunities where they may explore and develop an understanding of something outside the ‘everyday’. They develop a sense of what lies beyond material or physical things that they can physically see and touch. Children relish opportunities to ask, explore and debate Big Questions that help them to understand themselves and their sense of the world and beyond. 

 

WOWs, OWs and NOWs

We also use these phrases to talk to children about the ups and downs of life. 

Children become aware of the world in new ways; to wonder about life’s ‘WOWs’ (things that are amazing and breath-taking), ‘NOWs’ (appreciating the present time; being still and at peace) and ‘OWs’ (challenging events that bring us up short).

Sometimes, an OW can be turned into a WOW. In the story of The Potter (Isaiah 64:8), the image of God being a potter making people out of clay is used. We can all see ourselves as unique pieces of pottery. In life, things happen that impact on the physical ‘pot’ of life that may create marks or even cracks. This could be an OW.

In the Japanese ceramic art of ‘Kintsugi’, cracks in a piece of pottery are embellished with a golden type of adhesive, creating something more special and beautiful than the original. The pot then becomes a WOW. The gold in the cracks reflecting a little of the wonder of spirituality.

 

Mirrors, Windows and Doors

Some children prefer to relate spirituality to real-life objects.  

• Mirrors

This object highlights opportunities for children to reflect on their own experiences as well as the experiences, insights and perspectives of others. ‘Holding a mirror up’ to ourselves, helps us to look inwards and reflect on our own feelings, learning and experiences, enabling us to develop individual views, making sense of our place in the world.

• Windows

This object indicates opportunities for developing learning and knowledge and an awareness of the world in new ways. Looking through windows helps us to become aware of the world around us.

• Open Doors

The door as an object, reminds us that we can all respond and make choices; to go through the door or not. Children learn that as they develop their own views that they can put into action what they are coming to believe and value.

Opportunities For Spiritual Development

Spirituality is very personal. Some people seek spiritual connection through words of stories, poetry, songs, hymns and prayers. Some enjoy being able to express themselves emotionally, often creatively, through drama, dance, art or music. Some people enjoy the mystery of symbols and rituals such as the beauty of a stained-glass window, prisms of light, imagery and reflection opportunities. Some people find that times of quiet and stillness, perhaps involving meditation, enhance their spiritual awareness. Other people are energetic ‘doers’, actively seeking out means to express their spiritual thoughts and beliefs with others. For example, by writing letters, debating or other practical forms of sharing beliefs. Children and adults may find that particular places in and out of school serve as the best places for them to learn, reflect and respond. For some, this may be at home, outside amongst nature, a place of stillness or whilst visiting a place of worship.

You can see, feel and hear the deliberate, planned and also opportune moments of spiritual development at St Nicholas School. See our Spiritual Development Policy for examples of how we enable children and adults to flourish.

spiritual development across the curriculum.pdf