Spirituality

Academy Vision:

“Life in all its fullness” (John 10:10)

What is Spirituality?

Spirituality is a core component to ‘living life in all its fullness’ as the mind, body and soul needs to be nurtured equally. It relates to fundamental questions about the meaning and purpose of life which affect everyone and is not dependant on a religious belief. It is also based on the search for ways to answer questions about life and a search for identity. 

Spiritual development is the development of an awareness that there is “something more to life than meets the eye, something more than the material, something more than the obvious, something to wonder at, and something to respond to.” ( Terence Copley)

To talk about spirituality is, essentially, to talk about something which is beyond words. There is a general consensus that spirituality is linked to fundamental questions about the meaning and purpose of life; it includes ideas around relating to oneself, others, the natural world and the transcendent; it is not dependant on religious belief or affiliation.

Spirituality Model at St. Aidan’s 

At St Aidan’s Church of England Academy we support children’s spiritual development using the ‘candle, window, mirror, door’ approach.

Opportunities within the curriculum

• Self-Awareness or Self Knowledge. Pupils will be given a range of opportunities to reflect upon and discuss their beliefs, feelings and responses to personal experiences.
• Forming 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.
• Asking Ultimate Questions. Opportunities will be provided within lessons and also collective worship relating to the meaning and purpose in life. This involves asking questions such as “Why me?” in times of suffering, or “What happens when you die?”
• Uncertainty, Awe and Wonder. 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.
• 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. Pupils will be given moment to 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. Pupils will be encouraged to be creative and use their imagination. 
• Feelings and Emotions. The sense of being moved by kindness or beauty, or being hurt by hatred and injustice. There should bring a growing awareness of when it is important to control feelings and emotions. Pupils should be able to foster their emotional life and express their feelings in the community of the church school.

Maths

How you approach spiritual development within your curriculum

1. Spiritual development within the maths curriculum might not seem obvious at first glance, but it plays an important role in holistic education.Awe and Wonder at the Universe’s Order - Explore the beauty and patterns in mathematics (e.g., Fibonacci sequence, fractals, symmetry).

2. Encouraging Deep Thinking and Reflection. Promoting problem-solving that requires perseverance, intuition, and insight. Allowing space for students to reflect on how they think and how they learn. Encouraging open-ended investigations that don’t always lead to one answer.

3. Recognising the Contributions of Diverse Cultures. Celebrating the global and historical development of mathematics. Acknowledging contributions from different civilizations

4. Experiencing Joy and Satisfaction. Highlighting the joy of solving a problem or discovering a pattern. Creating opportunities for students to feel pride and fulfilment in their mathematical achievements.

5. Exploring Ethical and Existential questions through data. Discussing how maths is used in decision-making: climate change, inequality, resource distribution. Encouraging students to reflect on the moral implications of mathematical applications.

Strengths

• The Spirituality display within the classroom, which provides reflection points for pupils and is referred to by the class teacher.
• Activity, Spiritual Connection - Exploring golden ratio in art/nature, Encourages awe and connection to beauty and nature
• Investigating infinity or zero, Promotes existential and philosophical reflection
• Studying different number systems, Cultivates appreciation for human creativity and diversity
• Data projects on global issues, Encourages empathy, ethical thinking, and global awareness
• Teacher's Role -

         o Model curiosity and reflection.

         o Create a calm, respectful space for exploration.

         o Encourage questions over answers, especially around big ideas.

         o Highlight the interconnectedness of maths and life.

Areas for development

• Spirituality to be signposted within pupil books.
• Due to lesson timings spirituality is sometimes missed or not spoken about.
• Opportunities to discuss spirituality in given units is sometimes missed

English

How you approach spiritual development within your curriculum

Spiritual development is a vital part of our English curriculum, woven through the study of diverse texts and themes that encourage pupils to reflect on identity, belief, morality, and the human condition. Across Years 7 to 9, students are given opportunities to explore big questions about life, purpose, suffering, and resilience through literature from a range of historical and cultural contexts.

Strengths

In Year 7, students begin their journey with Boy by Roald Dahl, a text that encourages reflection on childhood experiences, family, and personal growth. A Midsummer Night’s Dream allows pupils to consider themes of love, transformation, and the unseen forces that shape our lives, fostering imagination and philosophical enquiry. When studying the Victorian poor through extracts from Jane Eyre and Charles Dickens, pupils engage with issues of inequality, compassion, and human dignity. The Tragic voices anthology deepens this exploration by confronting real-world tragedies—from 9/11 to the Irish Troubles and life in Afghanistan—prompting moral reflection, empathy, and an awareness of the complexities of global suffering and hope.

In Year 8, texts such as The Woman in Black and Shakespeare’s histories explore fear, memory, justice, and the supernatural, allowing pupils to grapple with life’s mysteries and moral ambiguities. The Around the World travel writing unit invites students to consider different cultures and worldviews, encouraging openness and curiosity about how people find meaning in their lives across the globe. The Ferocious Females and Villainous Voices unit challenges pupils to think critically about power, morality, and personal integrity, exploring the spiritual dimensions of inner strength and ethical decision-making.

In Year 9, pupils study Noughts and Crosses, a powerful novel that tackles prejudice, injustice, and the human capacity for love and resistance in the face of systemic oppression. Animal Farm offers a platform to question authority, truth, and freedom—key components of spiritual development. Finally, in Romeo and Juliet, students are asked to reflect on love, fate, conflict, and sacrifice, exploring how personal beliefs and values can shape our choices and destinies.

Areas for development

• Spirituality is not signposted in books or the curriculum consistently.

• There are sometimes lost opportunities for spirituality due to curriculum content taking priority – particularly in KS4.

Science

How you approach spiritual development within your curriculum

In the science curriculum, medium-term plans incorporate the integration of spirituality within each topic. Spirituality is reviewed once per topic, across all year groups, allowing for consistent opportunities to support pupils' spiritual development alongside their scientific understanding. Each lesson is designed to encourage students to explore the connections between scientific concepts and spiritual or ethical questions. Throughout lessons, the spirituality symbol is prominently displayed on PowerPoint presentations, reinforcing this focus. Lessons are also structured to allow for unplanned, spontaneous moments, providing opportunities for pupils to engage in meaningful reflection and exploration as they arise naturally. This approach ensures that spirituality is thoughtfully woven into the learning experience, promoting both intellectual and personal growth.

Strengths

• Spirituality is embedded into the science curriculum for all teachers, including non-specialists, through a clear and accessible scheme of work.

• Teachers are provided with easy-to-use resources, such as videos with reflective questions, to guide students in exploring spiritual themes in science.

• The curriculum also highlights notable scientists from diverse backgrounds, recognising their spiritual or philosophical influences and celebrating a range of perspectives.

• Spirituality encourages students to consider the ethical, moral, and philosophical dimensions of scientific discoveries and their real-world implications. By connecting scientific learning with personal beliefs, the curriculum fosters deeper engagement and social responsibility among students.
• Additionally, spirituality links science with philosophy, ethics, and religion, helping students appreciate the broader human context of scientific knowledge.

Areas for development

• Spirituality should be embedded consistently across all science topics and year groups to ensure every student has equal opportunities for reflection and engagement.
• Non-specialist teachers may benefit from additional training and resources to confidently and effectively integrate spirituality into their lessons.
• There is room to strengthen the connection between spiritual themes and core scientific concepts, helping students make clearer links between scientific knowledge and ethical or philosophical questions.

Religious Education

How you approach spiritual development within your curriculum

Medium-term plans include information on the integration of spirituality within each unit. The "windows, mirrors, doors, and candle" approach is embedded in every RE lesson, providing consistent opportunities to support pupils' spiritual development. All PowerPoint presentations include the spirituality symbol, which is referenced throughout the lesson to reinforce this focus. Lessons allow for unplanned and spontaneous moments, providing opportunities for pupils to engage in meaningful reflection and exploration as they arise naturally.

Strengths

• Spirituality model of the ‘windows, mirrors, doors and candle’ is fully embedded within all RE lessons.

• Pupils are given an abundance of opportunities to develop a sense of wonder and awe about the world, to reflect on their own beliefs and experiences and to consider how their learning might influence future actions and choices.

• When pupils were asked which subjects provide opportunities for spiritual development, they identified Religious Education and Science as key areas where this is actively supported. 

• Spirituality is signposted within pupil books. 

Areas for development

• Whilst pupils demonstrate an understanding of aspects of the spirituality model, it is necessary to revisit the framework to ensure they develop a secure understanding of all its components.

• Incorporate more moments associated with the candle aspect of the model to provide pupils with opportunities for stillness, reflection, and deeper spiritual awareness.
• Consistency within lessons (large number of staff teaching PD this academic year).  Opportunities for spirituality to be signposted in books 

Personal Development

How you approach spiritual development within your curriculum

Students are given opportunities to explore their beliefs, values, and sense of purpose. Spirituality it is encouraged through discussions on identity, morality, empathy, and emotional wellbeing. In RSE, students reflect on the deeper meaning of relationships, respect, and commitment, promoting self-awareness and ethical understanding.  The PD curriculum supports students in developing a thoughtful and reflective outlook on themselves and others.

Strengths

• Using the academy spirituality model, there are regular opportunities built into lessons

• Regular discussions allowing students to develop a deeper understanding of themselves and their place in the world

• Lessons develop self-awareness, empathy and respect for others 

Areas for development

• Consistency within lessons (large number of staff teaching PD this academic year).  Opportunities for spirituality to be signposted in books

History

How you approach spiritual development within your curriculum

Medium-term plans include information pupil questions/prompts to use within lessons relating to spirituality within each project.

History offers students the opportunity to understand the world from different perspectives, broaden their understanding of different times and contexts.

The curriculum enables students to better understand the past and how it has shaped the present and to study lived realities.

Lessons allow for moments of reflection and discussion, providing opportunities for pupils to engage in meaningful dialogue.

At both KS3 and KS4 pupils to engage with themes such as equality, diversity, conflict, power, oppression and change.

Strengths

• Exploring a range of perspective and understand an abundance of experiences.

• Students are given the opportunity to better understand the past and how it has shaped the present and to study lived realities.

• Pupils continually ask questions prompted by their curiosities, enabling deeper discussion.

• The key stage 4 curriculum encourages students to self-reflect and consider their own beliefs, actions and morals.

• History is ultimately the study of human behaviour and allows us to think about and judge the reasons for people’s actions in the context they lived.

Areas for development

• Incorporate more moments associated with the candle aspect of the model to provide pupils with opportunities for stillness, reflection, and deeper spiritual awareness.

• Due to lesson timings spirituality is sometimes missed or not spoken about.

• Windows is primarily focused on.

Geography

How you approach spiritual development within your curriculum

Medium-term plans include pupil questions and prompts embedded within lessons that encourage exploration of spiritual and ethical dimensions within geographical topics. At both KS3 and KS4 pupils to engage with themes such as place, identity, environment, and human impact—offering opportunities for meaningful reflection on how these issues relate to their own values and beliefs. Where spirituality is a focus within specific lessons, a spirituality logo is used to clearly signpost this for pupils.

Strengths

• Moments for reflection are signposted in most lessons.

• Topics studied are well thought out to encourage wider thinking.

• Pupils often compare and reflect on the lives of others when looking at case studied.

Areas for development

• Due to lesson timings spirituality is sometimes missed or not spoken about.

• Missed opportunities within lessons to discuss spirituality.

• Only really focus on ‘window moments’

French

How you approach spiritual development within your curriculum

Modules give pupils the opportunity to reflect and share opinions on why culture is important to them; the environment and the world around them; relationships with family and friends and what is important in friendship; religious and cultural festivals and traditions and why these are important to individuals. Further, French also invites pupils to consider that there are multiple perspectives from which to view the world, both in terms of language (different languages phrase the same thought or idea differently) and culture. 

Strengths

• Pupils’ attention is always drawn to the fact that different languages phrase things differently.

• Pupils are encouraged to think about cultural differences and similarities and what this means.

• Pupils are encouraged to think about why culture and traditions are important, both in general and to them personally. 

Areas for development

• Spirituality itself is not often discussed explicitly, due to lesson timings.

• Opportunities to discuss spirituality in given units is sometimes missed, again due to timing.

Spanish

How you approach spiritual development within your curriculum

Practice being fully present in each moment without judgment. This can be done through meditation, mindful breathing, or simply pausing during daily activities to reconnect with yourself and your surroundings.

Strengths

Relationships are mirror and catalyst on the spiritual path. Meaningful connections nurture empathy, forgiveness, and unconditional love.

Actively listen and seek to understand others’ experiences without judgment. Recognize the interconnectedness that binds us all.

Areas for development

Clarify what matters most to you and live intentionally in line with those values by cultivating qualities like patience and kindness, and connecting to a greater purpose.

Art

How you approach spiritual development within your curriculum

Medium-term plans include information pupil questions/prompts to use within lessons relating to spirituality within each project.

A personalised curriculum at KS4 allows pupils to explore themes relating to spirituality – where meaningful reflection about their artwork is key to exploration and development of their ideas and thoughts.

Where spirituality is explored within specific lessons – the spirituality logo is used to signpost for pupils.

Strengths

• Spirituality is signposted within lesson PowerPoints
• The Spirituality display within the classroom, which provides reflection points for pupils and is referred to be the class teacher.
• Given the nature of the subject, KS3 and KS4 lessons naturally give rise to opportunities to explore the wayArt manifests through various forms, themes, and mediums, with notable examples including iconic paintings, contemporary installations, and personal artistic expressions – all linking to spirituality.
• Pupils continually reflect on their artwork and are asked prompting questions such as: what curiosities do you have?

  What are the ‘wows’ in today’s lesson– who has shown real success and let's celebrate that (visualiser).What are the ‘ows’ from today?   -When something challenging happens, not everything goes right.

  Look at What you have learned and how can you move forward?

  How can your Art make a difference to the world?

  How could your Artwork make someone feel?

Areas for development

• Whilst pupils demonstrate an understanding of aspects of spirituality in through Art further lessons are to be developed which specifically focus on addressing key themes.
• Lesson resources are to be produced to create spiritual reflection moments following completion of key pieces of artwork.

Photography

How you approach spiritual development within your curriculum

Medium-term plans include information pupil questions/prompts to use within lessons relating to spirituality within each project. A personalised curriculum at KS4 allows pupils to explore themes relating to spirituality – where meaningful reflection about their work is key to exploration and development of their ideas and thoughts.

Where spirituality is explored within specific lessons – the spirituality logo is used to signpost for pupils.

Strengths

• Spirituality is signposted within lesson PowerPoints

• Given the nature of the subject, KS4 lessons naturally give rise to opportunities to explore the way photography manifests through various forms, themes, and mediums, with notable examples including iconic photographers work, contemporary installations, and personal artistic expressions – all linking to spirituality.

• Pupils continually reflect on their artwork and are asked prompting questions such as:

What contexts do you have?

What are the ‘wows’ in today’s lesson– who has shown real success and let's celebrate that sharing work on teams. What are the ‘ows’ from today?   -When something challenging happens, not everything goes right.

Look at What you have learned and how can you move forward?

How can your photographs make a difference to the world?

How could your photographs make someone feel? 

Areas for development

• Whilst pupils demonstrate an understanding of aspects of spirituality in through photography further lessons are to be developed which specifically focus on addressing key themes.
• Lesson resources are to be produced to create spiritual reflection moments following completion of key pieces of artwork.

Food Technology

How you approach spiritual development within your curriculum

Medium-term plans incorporate pupil questions and prompts within lessons to encourage exploration of the spiritual and ethical dimensions of food technology. At both Key Stage 3 and Key Stage 4, students engage with themes such as ethnicity, identity, the environment, and the food cultures of various countries. These discussions offer meaningful opportunities for pupils to reflect on how such issues connect to their own values and beliefs. When spirituality is a specific focus in a lesson, a spirituality logo is used to clearly signpost this to students. Throughout the modules, pupils are encouraged to reflect on and share their opinions about topics such as, the importance of culture and how it influences their choice of dishes. The environment and its impact on food choices and sustainability. Relationships with family and friends, and what they value in these connections. The role of religious and cultural festivals and traditions in food, and why these are meaningful to individuals. Additionally, Food Technology lessons encourage pupils to understand and appreciate that there are multiple perspectives through which to view the world.

Strengths

Moments for reflection are clearly highlighted in the majority of my lessons. The topics studied are carefully selected to encourage broader thinking and foster an understanding of others' perspectives. Pupils frequently have the opportunity to compare and reflect on different ways of life, deepening their awareness of the diversity of experiences and viewpoints.

Areas for development

Lesson resources will be developed to provide opportunities for spiritual reflection after completing key pieces of work. While pupils already demonstrate an understanding of spirituality throughout Food Technology, additional lessons will be designed to specifically address and explore key spiritual themes in greater depth.

Design Technology

How you approach spiritual development within your curriculum

Spirituality can be discovered through the Design and Technology (DT) Curriculum as our young technologists engage in hands-on, creative projects that encourage a connection between their inner selves and the tangible world.

DT provides a unique avenue for our learners to express their spirituality by designing and creating objects that may hold personal meaning or significance.

Through the process of crafting, prototyping, and problem-solving, our pupils not only develop practical skills, but also gain a deeper understanding of their own creative capabilities and the interconnectedness of their creations with their beliefs and values.

Teachers often encourage reflection on the purpose and impact of the designed artefacts, fostering a sense of mindfulness and purpose in the creative process. Thus, Design and Technology becomes a strong platform for our pupils to explore and express their spiritual dimensions through the act of making and shaping their understanding of the world around us.

D&T education encourages young technologists to be creative and exercise their imagination. It encourages them to be inspired and use their insight as they develop ideas. Pupils reflect on their own and others' ideas and wonder about the purpose of human technological achievement. D&T education encourages pupils to appreciate and reflect upon the aesthetic nature of materials and design. D&T encourages pupils to consider the moral dilemma of technological advancement. To be able to argue the advantages/disadvantages. Safety is considered, in the production of products, and when making products to be used by others. Our young technologists consider the environment, the effect of designing and making and long-term sustainability of the planet. D&T education prepares pupils to become responsible consumers

D&T pupils are taught to cooperate when sharing equipment and help one another in setting up more complex machinery. Pupils are encouraged to consider the safety of those around them, as they move about the classroom and use equipment. Pupils are expected to be respectful during peer assessment. Listening and contributing in a manner which allows for constructive criticism. In D&T shared work encourages pupils to consider other viewpoints and communicate effectively place in the world, and influence our world view.

Strengths

• The very nature of the Design Technology Subject lends itself to many opportunities to explore the way Young Technologists manifests through various forms, themes, structures, materials, creative& challenging Design Briefs, Opportunity to develop & show practical skills, Personal thoughts, opinions
• examples including iconic Designer, Themes, Historical trends, the latest technology, and the S.T.E.A.M Science Technology Art Engineering & Maths) contemporary installations, and personal creative expressions – all linking to spirituality.
• Spirituality is signposted within lesson PowerPoints
• Our Young Technologists continually reflect on their work and are asked prompting questions such as:

what curiosities do you have? How have they shown Teamwork, Self-Assessment, Assessment of the work of others and use of constructive criticism

What are the ‘wows’ in today’s session–What are the ‘ows’ from today?   -When something challenging happens, not everything goes right. What was your response have you shown perseverance?

Look at What you have learned and how can you move forward?

How can Creativity and the use of Technology make a difference to the world?

How could your Technological Artefacts make someone feel?

D&T students are taught to understand how a range of cultural influences impact on design over time. How for example industrial heritage, developments in fashion, demographics and the demands of society pull and push change. Pupils consider Design Movements, and how they developed within a historical period, though continue to have a

• The Spirituality display within the classroom, which provides reflection points for pupils and is referred to be the class teacher.

Areas for development

• Lesson resources are to be produced to create spiritual reflection moments following completion of key pieces of work.
• Whilst pupils demonstrate an understanding of aspects of spirituality in through D/T further lessons are to be developed which specifically focus on addressing key themes.
• Lesson resources are to be produced to create spiritual reflection moments following completion of key pieces of work.
• Developing links into the community around us, locally, regionally, nationally, and even internationally
• Our Young people visiting various firms, industries, manufactures, Designers, Engineers etc
• Inviting in outside agencies, experts, and people who can share their experience and possible inspire our cohort

Music

How you approach spiritual development within your curriculum

Medium-term plans include information pupil questions/prompts to use within lessons relating to spirituality within each project. Where spirituality is explored within specific lessons – the spirituality logo is used to signpost for pupils. Spirituality is signposted within lesson PowerPoints. The Spirituality display within the classroom provides reflection points for pupils and is referred to by the class teacher. Given the nature of the subject, Music lessons naturally give rise to opportunities to explore the way spirituality manifests through various forms, styles, genres, and traditions, with notable examples including classical symphonies, sacred choral works, contemporary sound scapes, global music traditions, and personal musical expressions – all linking to spirituality.

Strengths

• Spirituality is signposted within lesson PowerPoints
• The Spirituality display within the classroom, which provides reflection points for pupils and is referred to be the class teacher.

Pupils continually reflect on their music-making and are asked prompting questions such as:

• What curiosities do you have about the music we explored today?
• What are the ‘wows’ in today’s lesson – who has shown real creativity, expression, or musical success and let’s celebrate that (performance/sharing)?
• What are the ‘ows’ from today? – when something challenging happens in practice or performance, not everything goes right. How did you respond?
• Look at what you have learned musically – how can you move forward and improve?
• How can your music make a difference to the world?
• How could your performance or composition make someone feel?

Areas for development

• Due to lesson timings spirituality is sometimes missed or not spoken about.

• Lesson resources are to be produced to create spiritual reflection moments following completion of key pieces of work

Physical Education

How you approach spiritual development within your curriculum

Medium term plans include the opportunity for pupils to reflect on their personal strengths, limitations, and progress in physical performance. Promoting self-awareness through target setting, perseverance, and resilience in both individual and team sports. Supporting confidence and a sense of personal achievement when overcoming challenges. Opportunities for experiencing awe and wonder occur when pupils appreciate the capabilities of the human body - movement, skill, strength, and creativity. Creating opportunities in activities like gymnastics, dance, or OAA to feel a sense of beauty and creativity. Reflection and meaning is effective when we incorporate time for pupils to reflect on their performance, progress, and teamwork - asking them to think about what they learned beyond physical skills. Encouraging mindfulness practices,such as breathing exercises or cool-downs, to foster reflection and awareness. Values and inner purpose are promoted through sportsmanship, fairness, and respect for rules, linking physical activity to broader life values. Exploring the deeper meaning of physical activity for wellbeing, identity, and lifelong health. Giving students opportunities to explore different cultural and historical perspectives on physical activity. Connection and transcendence occur more naturally in outdoor education and adventure activities and can help students connect with nature, experiencing a sense of awe, humility, and interdependence. Teamwork and collective effort can allow pupils to feel part of something bigger than themselves, supporting social-spiritual growth.

Strengths

Areas for development

Within PE is a focus to ensure we signpost our spiritual moments more effectively to ensure clarity of the spirituality which we are demonstrating at each point.

Computer Science

How you approach spiritual development within your curriculum

In the computer science curriculum, medium-term plans include the integration of spirituality within each unit. Spirituality is reviewed once per topic, across all year groups, providing consistent opportunities to support pupils' spiritual development alongside their understanding of technology. Lessons encourage students to reflect on the ethical, moral, and philosophical implications of technology, such as AI, data privacy, and digital citizenship. The spirituality symbol is incorporated into all PowerPoint presentations, reinforcing this focus throughout each lesson. Additionally, lessons are structured to allow for unplanned, spontaneous moments, giving pupils the opportunity to engage in meaningful reflection and discussion when topics of spiritual and ethical significance arise naturally within the context of computer science. This ensures that spirituality is thoughtfully embedded in the learning process, fostering both technical knowledge and personal growth.

Strengths