Spirituality
Spirituality
What does spirituality mean at Manshead?
Spirituality is about developing a deeper awareness of our relationships with ourselves, others, the world around us and beyond.
Our aims are that our students will develop their own sense of spirituality in the following ways:
- Becoming more reflective about their own beliefs (religious or otherwise) and perspective on life;
- Gaining deep knowledge of, and respect for, different people’s faiths, feelings and values;
- Sharing a sense of enjoyment and fascination in learning about themselves, others and the world around them;
- Exploring their creativity and use of imagination in their learning;
- Being willing to reflect on their experiences;
(Ofsted Framework, 2022)
Why is developing spirituality important?
Exploring spirituality is a core component to living life in all its fullness alongside physical, emotional and mental development. Spirituality is what allows us to connect more deeply with others, ourselves and for, many, God. It is central to what it means to exist within a community and part of our growth as individuals.
What does spirituality look like at Manshead CE Academy?
Opportunities are available for all to develop spiritually in our supportive and nurturing school inspired by our vision and lived out through our Christian values. Our chosen Bible verse;
“I know the plans I have for you, declares the Lord, plans to prosper you and not harm you, plans to give you a hope and a future” (Jeremiah 29:11)
This verse is about a promise God gave to bring about good in the lives of people, even when they face challenges. Spirituality often becomes more important to people in challenging times. We aim to create a safe space which allows students to feel heard and taken seriously.
The spiritual growth of pupils is not only dependent on learning in RE or Collective Worship, opportunities for enhancing the spiritual well-being of learners are developed in every aspect of our school life. Students are able to experience moments of stillness and reflection through Collective worship.
The 6 Building Blocks which aim to develop Spirituality within the Manshead CE Academy Curriculum
Self-Awareness or Self Knowledge
All humans need to be aware of, and acknowledge, their own inner life of thoughts, feelings and emotions. What does it mean to be human? This is an important part of developing self- respect, a sense of identity and self-worth. In turn, this enables us to value and respect others. Pupils will be given a range of opportunities to reflect upon and discuss their beliefs, feelings and responses to personal experiences.
Forming Relationships
An important part of personal growth is being able to develop relationships with others, recognising them as people of worth and value. This includes developing a sense of community and building social relationships. Pupils will be given the opportunity to develop an understanding of both their individual and group identity and to form and maintain worthwhile and satisfying relationships.
Creativity
This is the exercising of the imagination or intuition or insight to express one’s innermost thoughts and feelings, especially through the creative arts. Creativity can be an important tool for exploring other areas of spiritual development, including the Creative Curriculum, Music, Art and opportunities beyond the traditional classroom setting.
Beliefs and Values
This is the search for, and development of, personal beliefs and values which may or may not be shared with other members of the community. This naturally may include the development of religious beliefs, and as a church school we seek to be a supportive environment in which people can explore and clarify their own beliefs. Creativity. This is the exercising of the imagination or intuition and insight to express one’s innermost thoughts and feelings, especially through the creative arts. Creative work can be an important tool for exploring some of the other areas of spiritual development, including the Creative Curriculum, Music, Art and opportunities beyond the traditional classroom setting.
Feelings and Emotions
The sense of being moved by kindness or beauty or being hurt by hatred and injustice. This should bring a growing awareness of when it is important to control feelings and emotions. Pupils will be able to foster their emotional life and express their feelings in the community of the church school, knowing themselves to be accepted and loved as unique individuals. We recognise that these areas of experience are common to most people - they are the “third dimension” of existence alongside the physical and the mental. All the above experiences may be explained and explored in both religious and nonreligious terms and demonstrates our commitment as a church school open to those with other faiths and beliefs.
Uncertainty, Awe and Wonder
An awareness of one’s place in the world enables a person to live fully, despite uncertainty and encourages the search for meaning in life. When faced with eternity and infinity, or the wonders of the natural world and human achievements, feelings of awe and wonder are also a natural response. For some this may include experiencing feelings of transcendence which give rise to belief in the existence of God. It may also encourage a belief in ideals and possibilities of rising above one’s present experience of the world (e.g. by adopting and supporting specific causes or issues). Pupils will be given opportunities to reflect on, consider and celebrate the wonders and mysteries of life and to experience moments of stillness and reflection, for example in Collective Worship.
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Building block of spirituality |
Meaning |
How? |
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Self-awareness or Self-knowledge |
Being aware of, and acknowledging their own thoughts, feelings and emotions. Developing self-respect, a sense of identity and self-worth. |
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Forming Relationships |
Recognising the value and worth of others. Developing a sense of community and friendships. |
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Awe and Wonder |
Having opportunities to reflect on, consider and celebrate the wonders and mysteries of life. To promote curiosity and questioning about the world. To gain a sense of enjoyment and fascination in learning about the world around.
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Beliefs and Values
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The development of personal beliefs, in a supportive environment in which people can explore and clarify their own beliefs. Exploring Christian faith and being open to the faith and beliefs of others. |
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Creativity |
Exercising the imagination to express their innermost thoughts and feelings or to support learning. Use of creativity in learning.
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Feelings and Emotions |
Being moved by kindness, beauty, or being hurt by hatred and injustice. Bringing about a growing awareness of when it is important to control feelings and emotions. Feeling able to express their feelings in the community of the church school, knowing themselves to be accepted and loved as unique individuals. |
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Subject |
We develop spirituality by |
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English |
Feelings and Emotions In English, everything that we do is linked to feelings and emotions. Through the reading of classical or modern texts, we can gather and acknowledge the impressions of a character through the authors’ careful employment of language and structural devices. Understanding the characters and their emotions allows us to sympathise and, in many cases, empathise with the events presented in the texts that we read. This develops purposeful class discussions that explore relevant topics that have an impact on human feelings and emotions. Pupils can then increase their sense of compassion, guiding them to intensify their inner philanthropic qualities. As this is a church school, it is important that pupils feel free to express their thoughts on a particular subject relating to a passage as this encourages them to accept themselves and know that their sentiments are appreciated by those around them. In English, we spend time in ensuring that our classrooms exhibit an atmosphere where pupils feel secure to offer their perceptions. Equally, absorbing concepts in texts, permits pupils to also write creatively which is another way in which they can demonstrate their reflections confidently. Presenting passions imaginatively develops individuality.
Beliefs and Values We foster beliefs and values every day in English lessons. One dominant way we do this is through reading texts that exhibit themes such as: power and conflict. We determine central ideas conveyed by writers, leading us to agree and explain why we approve of such views. Naturally, this returns to the idea of ‘what living a good life looks like’, which is promoted by the bible. Through the understanding of the principles that are expressed by the authors we read, we can make sharp connections to religious beliefs and values that we want pupils to ultimately follow so that they can grow into well rounded adults.
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Maths |
Uncertainty, Awe and Wonder Maths is built on the idea that it is possible to study and generalise relationships we see in the world around us; that the world we see around us is orderly, which would be expected from a Christian perspective as the Bible teaches that God is a God of order. Yet maths also involves the concept that some things in this world are 'unknowable' or are impossible to define (such as division by zero). Mathematical problems may be solved, but there can be multiple, or even infinite, sets of solutions, and some solutions that can be calculated are 'irrational' and have an infinite number of digits. Yet even infinite sets may be described using mathematical language and notation, graphs can be drawn which 'tend to infinity' (and therefore have 'asymptotes'), sets of infinite points may be drawn as loci and irrational numbers may be calculated to known degrees of accuracy. Logic and proof can be used with mathematical reasoning to explore known facts and the validity of assumptions. All of these things point to the God-given ability of people to study and gain knowledge and understanding of the world around them. Studying maths allows students to explore and express knowable order, whilst also giving them the opportunity to develop a sense of awe, wonder and reverence at the incomprehensibleness of infinity and eternity.
From a Christian perspective, symmetry, beauty, the order we see around us, as well as the infinite and unknowable, point to the wonder of creation and the glory of God as Creator and Sustainer of the world.
‘The laws of nature are written by the hand of God in the language of mathematics.’ Galileo Galilei (1564-1642)
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Science |
Uncertainty, Hope and Wonder Science promotes thinking skills for innovations in medicine, engineering and chemical sciences. New treatments for diseases like cancer and Alzheimer’s are giving new hope to the world for better outcomes and improved quality of life. In studying space exploration i.e. Missions to Mars, the search for extra-terrestrial life, and advancements in space travel technology inspires our students to look beyond our planet and dream big.
Forming Relationships Our students develop collaboration skills in collaboration through experiments, sharing data and sharing thoughts and opinions. Students are encouraged to understand collaboration is at the heart of many scientific breakthroughs. When scientists from different disciplines, institutions, and countries work together, they can tackle complex problems more effectively. In teaching and learning of science, equality is crucial for fostering innovation and ensuring that diverse perspectives contribute to scientific progress. Gender equality, racial and ethnic diversity, accessibility and global collaboration not only promote fairness but also enhance the quality and impact of scientific research by incorporating a wider range of experiences.
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Humanities |
Beliefs and Values The Humanities Faculty is dedicated to fostering Self-Awareness, personal growth, and the development of Beliefs and Values in every student. Our vision is grounded in the understanding that to know yourself is to understand the broader world and the diverse perspectives that shape it. Through the study of History, Geography, and Ethics, we inspire students to reflect on their personal identity, beliefs, and place within society, encouraging them to question, challenge, and develop a deeper understanding of the world around them. In History, students explore the rich tapestry of Britain’s past and the history of the wider world, gaining insight into the complexity of human lives, relationships, and the forces of change. By critically analysing different viewpoints and weighing evidence, students are encouraged to develop a sense of perspective and empathy. The aim is not just to know the past, but to understand the enduring impact of historical events on personal and collective identity, helping students navigate their own beliefs and values with clarity and compassion.
Self Awareness and Self Knowledge In Ethics and Philosophy, students explore the fundamental questions of existence, morality, and human purpose. They are guided to reflect on their own values while engaging with the beliefs and perspectives of others. This process of self-exploration and dialogue nurtures respect, empathy, and a deeper understanding of the role of faith and ethics in shaping individual and societal actions.
Uncertainty, Awe and Wonder Through Geography, we help students cultivate a sense of awe and wonder for the natural world, while developing a broader understanding of human-environment interactions. By studying the connections between people, places, and the environment, students deepen their appreciation for the world’s diversity, fostering a sense of responsibility and ethical stewardship. Together, these subjects equip students to understand themselves, their beliefs, and their place in a diverse, interconnected world, empowering them to live with integrity, respect, and purpose.
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Modern Foreign Languages |
Forming Relationships Modern Foreign Languages enhance spiritual growth by fostering intercultural understanding, cultivating empathy and encouraging acceptance of all people through linguistic and cultural immersion. By learning and appreciating the languages of others, individuals draw closer to the divine values of love, respect and unity that many religious traditions uphold. Language constitutes a bridge amongst people, facilitating communication, understanding and building of relationships across cultural boundaries. Because language acquisition requires a mindful approach to communication, perseverance, as well as attentiveness and willingness to accept making mistakes, it supports personal growth and humility and this participation in unity reflects the interconnectedness of people all joined in reverence and compassion. |
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Art, Design and Technology |
Creativity We all experience aspects of The Ecstatic, The Numinous or The Transcendent through artistic endeavour. It has always allowed us to construct worlds within worlds and to imagine beyond our physical constraints. It pushes social norms and mores by challenging perceived ideas and ethical positions.
Uncertainty, Awe and Wonder Art allows us to be awe struck by the beauty crafted by the hand and mind. Art creates an intangible edifice between the creator and the viewer describing aspects of a shared reality which words alone cannot fully describe.
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Physical Education |
Feelings and Emotion Emotional Release: Physical activity can help release pent-up emotions and stress, allowing individuals to connect with their deeper selves and explore spiritual questions.
Feelings and emotions play a significant role in Physical Education (PE) and can be influenced in several ways:
1. Emotional Expression: Physical activities provide an outlet for expressing emotions. Whether it’s the exhilaration of winning a game or the frustration of a tough workout, PE allows individuals to process and express their feelings. 2. Stress Relief: Engaging in physical activity can reduce stress and anxiety levels. Exercise releases endorphins, which help improve mood and promote a sense of well-being. 3. Confidence and Self-Esteem: Achieving goals in PE—whether mastering a skill or improving fitness—can boost self-confidence and self-esteem, positively affecting overall emotional health. 4. Social Connection: Participating in group activities fosters a sense of belonging and support, which can enhance emotional resilience and reduce feelings of isolation. 5. Emotional Regulation: Learning to cope with both victory and defeat in sports helps individuals develop emotional regulation skills, preparing them for handling various life challenges. By integrating physical activity with emotional awareness, PE can contribute significantly to personal development and emotional well-being.
Forming Relationships Teamwork and Community: PE often involves group activities, fostering a sense of community and belonging. This social connection can enhance feelings of spirituality through shared experiences and support. Forming relationships through Physical Education (PE) can be impactful in various ways:
1. Team Dynamics: Participating in team sports encourages collaboration, communication, and trust among members, helping to build strong interpersonal bonds. 2. Shared Goals: Working together towards common objectives in sports or fitness activities fosters a sense of camaraderie and unity, reinforcing connections between individuals. 3. Support Systems: PE environments often create opportunities for individuals to support one another, whether through encouragement during tough workouts or celebrating achievements, which deepens relationships. 4. Social Skills Development: Engaging in PE helps develop social skills such as teamwork, conflict resolution, and leadership, all of which are crucial for forming and maintaining healthy relationships. 5. Inclusive Environments: PE can promote inclusivity, allowing individuals from diverse backgrounds to interact and connect, broadening social networks and fostering understanding. 6. Lifelong Friendships: Many friendships formed in PE settings extend beyond the activity itself, creating lasting bonds that can support personal and social well-being. Overall, PE provides a unique space for individuals to meet, interact, and build meaningful relationships through shared experiences and physical activities.
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Social Sciences |
Feelings and Emotion Psychology can promote spirituality by fostering greater self-awareness, empathy, and an appreciation for the complexity of human experience. Psychological theories often resonate with ideas on personal growth and finding one’s purpose, encouraging us to explore values and meaning. This learning may evoke a range of emotions from gratitude, curiosity, wonder and humility as it broadens our minds on what it means to be human and connected to something greater than ourselves.
Uncertainty, Awe and Wonder Psychology encourages introspection and self- reflection, leading people to consider who they are and what makes them unique. Reflecting on these important questions can nurture spiritual growth by encouraging individuals to seek meaning, purpose, and connection to something larger than themselves.
Beliefs and Values Sociology promotes spirituality by helping us see that each person’s actions, beliefs, and values are shaped by their unique social experiences. Recognising how factors like socioeconomic background, education, and cultural norms influence people can lead to greater empathy. A greater awareness of these issues can inspire a spiritual commitment to social justice, as many spiritual and religious traditions emphasise compassion and working for a fair and equal world. This awareness can motivate people to live out values like kindness, generosity, and responsibility, which are often central to spirituality.
Forming Relationships Health and Social Care can promote spirituality by nurturing skills and values that connect us to others and foster a sense of community. Health and social care have a large focus on understanding and meeting the needs of others, particularly those who are vulnerable. This work encourages students to develop empathy, a core spiritual value, as they learn to see the world from others’ perspectives. Feeling genuine care and responsibility for others can evoke compassion, inspiring individuals to approach relationships and interactions with kindness, patience, and respect. The focus on health and social care jobs and service can give students a sense of meaning, as they come to see this work as a positive force in the community. Experiencing this purpose can feel fulfilling and spiritually enriching.
Self awareness and Self Knowledge Law promotes spirituality as students must often confront challenging ethical questions that test their personal values and beliefs. Deciding where they stand on issues like justice, fairness, and responsibility encourages self-awareness. This process can be deeply spiritual, as it requires students to honestly evaluate their motivations, biases, and principles. Developing this awareness nurtures a stronger sense of integrity and a commitment to living in alignment with one’s values, qualities central to many spiritual traditions. The focus on service can resonate deeply with spiritual values that emphasise selflessness, purpose, and a commitment to the common good. Working within the legal field, especially in areas that protect vulnerable populations, allows individuals to view their work as a calling. This sense of purpose can feel spiritually fulfilling, reinforcing the idea of contributing positively to society.
Beliefs and Values Criminology promotes spirituality by regularly inviting students to reflect upon and have discussions on topics such as the nature of justice, the fairness of legal systems, and society’s treatment of offenders. These conversations provide students with an opportunity to reflect on what they believe to be just and moral, and to challenge or refine their own beliefs. This awareness can foster a sense of responsibility to contribute to a fairer and more just society, resonating with spiritual beliefs about compassion, service, and working for the greater good.
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Computer Sciences |
Creativity Programming being one of the key cornerstones of Computer Science relies heavily on creativity where programmers through algorithms and pseudocodes, express their creativity skills by writing codes which solve problems facing human beings on their daily lives (e.g. traffic light control system, etc.). Moreover, creativity through artificial intelligence makes tasks which traditionally could have taken a considerable amount of time to be automated and quickly solved. Within the Computing department, students are always encouraged to write programs (e.g. calculator program, games, etc.) using high level languages such as Python to express their creativity ability and solve problems to overcome challenges.
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Business Studies and Economics |
Self Awareness and Self Knowledge
The business and economics department can promote self-awareness and self-knowledge by encouraging students to reflect on their personal values, strengths, and goals within the context of business decision-making and career planning. Through learning about entrepreneurial skills, recruitment processes, aims and objectives, and leadership styles, students can gain insights into their unique abilities and preferences. Teachers can facilitate discussions on ethical dilemmas in business, prompting students to examine how their personal beliefs influence their choices. This approach not only helps students understand the economic principles guiding businesses but also develops a deeper self-awareness, empowering them to make informed, values-driven decisions in their personal and future professional lives.
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