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Moral and Spiritual awareness in teaching

Moral and Spiritual awareness in teaching This CPD session is designed to help you support pupils and create opportunities for moral and spiritual development in your lessons. What does spiritual and moral development mean?

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Moral and Spiritual awareness in teaching

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  1. Moral and Spiritual awareness in teaching This CPD session is designed to help you support pupils and create opportunities for moral and spiritual development in your lessons.

  2. What does spiritual and moral development mean? • Divide the two words up and write a brief definition or explanation for what you think these words mean.

  3. What is spiritual and moral development? • Spirituality includes beliefs, whether religious or not, the search for meaning or purpose, relationships, wonder and awe, self knowledge and feelings and emotions. • Morality includes values and principles, attitudes and behaviour, code of conduct and the ability to make decisions about right and wrong.

  4. Legal Requirement • Spiritual and moral development is recognised as important to the curriculum as a whole. It was included in the Education Act in 1988 and reaffirmed in 2002. • It should not just be a legal requirement but also enriches teaching and learning.

  5. Quote – Jane (Teaching Assistant) ‘Before I worked in this school, I thought spiritual and moral development just took place in RE lessons. Here it happens in all lessons. You can see the results in the very positive attitudes the students have towards each other’

  6. Spiritual and moral development across the curriculum You can develop spiritual and moral aspects in the whole curriculum. This could relate to technological, social, scientific and economic aspects of learning as well as the creative arts, languages, humanities and RE.

  7. Think About! Write down examples of how you may explore spiritual and moral dimensions in your lessons.

  8. Examples • Geography – pupils explore issues with a moral dimension, such as economic development or conflict diamonds. • English – Characters in novels or plays can be starting points for discussions about whether certain actions are right or wrong. • Science – Discussions about ethics or the nature of proof. • History – Studying war can lead to questions about why people do not always live peacefully.

  9. You can use projects using media, assemblies which can be used to raise controversial and though-provoking issues. This could be through pupil voice, visitors, celebrations and access to media or ICT resources.

  10. How can we start thinking about spiritual and moral development across the curriculum? In relation to spiritual development you should think about these questions: • How well do you and the school foster and celebrate attributes such as wonder, wisdom, openness and selflessness? • How well do you and the school offer opportunities to explore the inner world of creativity and imagination as part of the essence of being human?

  11. How can we start thinking about spiritual and moral development across the curriculum? In relation to moral development you should think about these questions: • How well do you and the school promote and celebrate positive values such as commitment, generosity, forgiveness and courage? • How well do you and the school develop skills in moral reasoning and critical, independent thinking? • How well do you and the school create structured experiences of hearing, speaking and thinking about universal human rights and standards of right and wrong?

  12. Principles of good practice

  13. Activity Ideas • Discussion – You could use a image, quote, music, article or news report to help. • Role Play • Circle Time • Presentations (Human Rights) • Bring in relevant examples to help with understanding. Haiti Earthquake/ God (Emotions) • Plenary/starter ask them to bring in their own opinions/ key words. GCSE Planet Earth – Precious Possession. • Individual/Group projects using IT. • Pupil Voice/surveys/questionnaires.

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