Spiritual development – growth in understanding of spirituality and in skills and qualities of...

Spiritual development –

growth in understanding of spirituality and in skills and qualities

of spiritual development such as hope,

courage, reflection,

compassion

Moral development – increasing understanding of and commitment to what is good and right and rejection

of wrong, bad or evil.

Social development – engaging with relationships and community in increasingly empathic, dynamic

and creative ways for the wellbeing of all

Cultural development – developing wide

and deep appreciation of my identity and its expression in

arts, sport, dress, celebration et al.

The same appreciation grows for the diversity of

others’ cultures.Personal Development through RE: the subject makes an holistic contribution to spiritual, moral,

social and cultural development

Copyright RE Today 2012

Frameworks for reflection: tears, question marks, leaves and lightbulbs

Copyright Lat Blaylock RE Today 2012

Rainbows

Colours and

diversity.

Promises

Hope through

trials

Natural beauty

Working on the Noah story, children finish

their study with a rainbow outline on card, by writing ‘7 Hopes for a Better World’ (for myself, my family, my class, my

town, my country, my world and one more) in pairs. They collage the colours. The rainbows are cut out and hung

from coat hangers on the classroom ceiling as

mobiles.Copyright Lat Blaylock RE Today 2012

Ali and Sophie, (both 9) made a rainbow of different religions: “We think all the colours make up the rainbow, and all the religions make up God’s earth”


• Jacob is 14, from Ashfield Special School: “My rainbow has seven colours. I am hoping my mum has a good day and my cat is safe”


Stars

Small lights,

big darkness

Mystery and

distance

Being a star

Wonder and

curiosity

After work on the Muslim way of life,

including the idea of ‘the moon to light the

way and the star to guide’, pupils write 5 people who are their

‘guiding lights’ on to a display star, and talk in

circle time about who they chose and why. Or

using Jesus’ sayings about the light of the world, pupils choose

the people they think light up the world

today.


Stars

• Children drew on their stars the five things they like about Christmas, and hung them on a fence in the grounds. They wanted to hang them up much higher, and that will happen ‘next time’


”The reflective activities were undertaken in a genuine and thoughtful way by the children”Copyright Lat Blaylock RE Today 2012

Tear drops

Sadness

Suffering

Bitterness

‘A good cry’

Tragedy

At the end of a unit on why people suffer, pupils

take a big blue cut-out tear drop, and write a

meditation or reflection or prayer (let them choose) on the theme ‘Who helps

the suffering?’ Pre-print onto it a quote from Jesus

(‘Come to me all you weary and I will give you

rest…’) or the Buddha (‘Compassion for any

living being takes a step to a better world…’) and they will think about the

meaning as they work.Copyright Lat Blaylock RE Today 2012

Hands

Touching

Connecting with others

Caring and helping

Work

Love in action

Use a ‘drawn round’ hand to write five words that show

care, mutuality, work: What sums up Mother Teresa’s

work for others? What five things would Muslims say

Prophet Muhammad (PBUH) did best? What five things

can people in conflict do to build peace? Or write inside

the hand words that describe ‘how I see myself’ and round

the outside some ‘ways other people see me’.


A mobile phone

Messengers and

messages

Angels

Prayer

Communication

Roles of angels in the first revelation of the Holy Qur’an and the Christmas story have been explored in stories and

thinking. Pupils take a mobile phone illustration, and create

5 messages to the human race, from the angel of

mercy, the angel of good news, the angel of death, the angel of hope and the fallen

angel – this expresses visions of life in a reflective and

interesting way. What would the angels say to the humans

today?


What will you do with the 23 frameworks for reflection?

• Which do you use?• Which are new ideas for you?• Could you use these to inject 15 minutes

reflection into many more RE lessons? • Can you use them to sharpen ideas about AT2

learning from religion?• Do they help build respect for all?


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