Diocese of Niassa receiving Southall bannersCreativity as a tool of engagement is embedded within every stage of the RE with Soul learning process to inspire and enable deeper theological understanding and personal reflection.

Verbal and visual, silent and drama-led, collective and individual reflections punctuate the RE with Soul sessions to help develop pupils reflective practise and critical thinking skills, whilst enhancing the quality of their learning experience as they pursue the enquiry.

Core theological concepts are unpacked and reflected on through visual art and  story-telling through drama. For example in Water of Life pupils use the local church as a creative learning space, explore the spiritual significance of water in Christianity through a series of interactive drama sketches using a parachute, led by the local vicar. They engaged in a discussion about Baptism and what it means to Christian believers in the UK, and to the church in Lichinga. Pupils then divided into groups to investigate the textual context for the importance of water in Christianity. They considered the key questions: How do Sacred Texts influence the lives of individuals and communities in seeking to understand the significance of water and importance of baptism. They considered Jesus Baptism and the liturgy for the baptism service.

Researching, interpretation, investigating, analysis, evaluation and reflection were skills being exercised throughout the unit, undergirdingthe theological exploration and extended reflection through the banner-making. For example partnership with churches and communities in Mozambique  ALMA Lichinga Mozambique

They found out first hand how their local parish church ‘love their Mozambican neighbour’. This was facilitated through meeting with church leaders and members who had ‘made friendships with leaders and members of the ALMA linked church community in Lichinga, via email communication and through visiting Mozambique. Visiting their local parish church, finding out about work in the local community, how ALMA partnerships work, and using email communication, photographs videos and individuals first-hand accounts, pupils deepened their understanding of ways in which Christian believers express their love for their neighbour’ in their local community and Africa. They were able to evaluate the impact this has on individuals and communities.