1. 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

2. Frameworks for reflection: tears, question marks, leaves and lightbulbs Copyright Lat Blaylock RE Today 2012

3. 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

4. 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 Gods earth Copyright Lat Blaylock RE Today 2012

5. 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 Copyright Lat Blaylock RE Today 2012

6. 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. Copyright Lat Blaylock RE Today 2012

7. 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 Copyright Lat Blaylock RE Today 2012

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

9. 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

10. 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 Teresas 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. Copyright Lat Blaylock RE Today 2012

13. A mobile phone Messengers and messages Angels Prayer Communicat ion Roles of angels in the first revelation of the Holy Quran 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? Copyright Lat Blaylock RE Today 2012

17. 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? Copyright Lat Blaylock RE Today 2012