In spirit and in truth

Guidance on Collective Worship in Church of England schools

January 2006

Contents

Foreword 3

1 What is collective worship? 4Collective or corporate?The legal requirementsRights and responsibilities

2 The commitment to worship 8Christian beliefs The Anglican traditionDiversity and inclusionLinks with the curriculum

3 What makes collective worship good? 13Creating the atmospherePrayerSpiritual developmentDance and dramaMusic

4 Planning 16Long, medium & short term plansThemesGroup based worshipLinks with the parishVisitors

5 Monitoring and evaluation 21By whom?How often?

6 Secondary school worship 28Specific Issues

7 Resources 30WebsitesPublicationsPrayers

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Foreword

I am very glad to commend the Board of Education’s Guidelines on Collective Worship in church schools. For the first time this advice is going out to our secondary schools as well as to schools in the primary sector; there is an additional chapter addressing the particular challenges of worship in secondary schools, but most of the rest of the material will also be useful to them.

Jesus’ words (in John 4.23, 24) tell us that true worshippers must worship God ‘in spirit and in truth’. This challenges us to make sure our worship has two characteristics: first, that it both transforms and looks beyond the world of the everyday and the material, and second, that it is real and relevant for those who are involved.

A dynamic Archbishop of Canterbury, William Temple (1881-1894), said this about worship: “To worship is to quicken the conscience by the holiness of God, to feed the mind with the truth of God, to purge the imagination by the beauty of God, to open the heart to the love of God and to devote the will to the purpose of God.”

Such lofty aspirations may seem a million miles from the day to day struggle and delights of worship in our schools, and indeed in our parish churches, yet it is a fine description of our aim.

It is very hard to put into words what it is that makes a church school ‘different’, what makes it an attractive option for parents; why, even when facilities are sometimes less than we would want them to be, so many express a preference, and will even fight for, a place for their children.

Surely, one of the differences is that by our foundation, in church schools we want to worship and we want our children to have the opportunity to learn to worship, and to grow in their self perception and their perception of God. Worship could never be an activity a Christian foundation undertakes because it is a statutory duty. We believe that our children are ‘made in the image of God’, and that worship is a vital factor in this image becoming more real, and more what it is meant to be, as they grow in their love and understanding of God.

The Board of Education believes that the heart of Collective Worship provides the opportunity for pupils and staff to come together, to sing and pray, to share and communicate their feelings with one another and to God. It takes them beyond themselves towards an encounter with the living God; this can be an exciting time for all of them.

+ Lindsay Urwin OGSBishop of HorshamChairman of the Diocesan Board of Education

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1 What is collective worship?

Collective or corporate?

Legislation requires schools, including voluntary aided and controlled schools, to conduct daily acts of Collective Worship. However, the legislation does not define what is meant by the term ‘Collective Worship’.

The difference between Corporate and Collective Worship

“… worship in schools will necessarily be of a different character from worship amongst a group with beliefs in common. The legislation reflects this difference in referring to ‘collective worship’ rather than ‘corporate worship’.”

(DfE Circular 1/94 para 57)

When worship is conducted in the context of faith communities, for example, Churches, Mosques, Synagogues, Temples, Gurdwaras, it can be described as corporate worship. Corporate worship assumes a shared set of beliefs and values. Collective Worship, in recognising the collectivity of all participants, can make no such assumption. Collective Worship should be:

“appropriate to the family backgrounds of the pupils and their ages and aptitudes”

(DfE Circular 1/94 p 22)

Collective Worship in the school context

In the absence of any legal definition, schools should interpret Collective Worship in a way which recognises that the school community is a collection of people from a variety of cultural, faith and non-faith backgrounds reflecting the diversity of society. If Collective Worship is to be inclusive it must be interpreted in a way which is meaningful and sensitive to the range of communities served by schools.

The term ‘collective’ when used in relation to worship in schools refers to the gathering together of a school group or groups for worship; it does not in any way suggest an act of worship which involves a group meeting to subscribe to any particular faith or denomination of a faith.

Collective Worship does not pre-suppose shared beliefs, and should not seek uniform responses from pupils. Collective Worship caters for a diversity of beliefs and points of view, allowing individuals to respond as individuals.

Collective Worship in the church school context

The distinctive context of voluntary aided and controlled schools does not remove the requirement for collective acts of worship offering pupils a quality learning experience which reflects the Christian foundation of the school. Acts of Collective Worship in these schools should be inclusive, meeting the needs of all members of the school community. Church of England schools should, however, seek to provide through acts of Collective Worship opportunities for pupils to encounter the traditions and tenets of the Anglican Church. The Trust deeds for

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the majority of church schools reflect their union with the National Society whose terms of union still apply. These have recently been revised and say: “The governing body should ensure that all pupils each day engage meaningfully in a real act of Christian worship which is in accordance with the faith and practice of the Church”.

Thus it is quite clear that in voluntary aided and controlled schools daily worship will be explicitly Christian, unlike in community schools where “worship that is broadly Christian” is the norm.

The legal requirements for collective worship in voluntary aided and controlled schools

The School Standards and Framework Act 1998 (Section 70 and Schedule 20) requires that:

All registered pupils (apart from those whose parents exercise the right to withdrawal) must on "each school day take part in an act of Collective Worship".

The daily act of Collective Worship should be conducted in accordance with the provisions of the Trust Deeds of the school and the ethos statement in the Instrument of Government, and should be consistent with the beliefs and practices of the Church of England.

All acts of Collective Worship in Church schools must be Christian in character.

For Collective Worship, pupils can be grouped in various ways: as a whole school, according to age, or in groups (or a combination of groups) which the school uses at other times. Pupils cannot be put into special groups just for Collective Worship.

Acts of worship must be appropriate for the pupils in that they should take account of the pupils' age, aptitude and family backgrounds.

The daily act of Collective Worship will normally take place on the school premises. All schools are now able to hold their Act of Collective Worship elsewhere (e.g. the local Parish Church) on special occasions.

Responsibility for the arrangement of Collective Worship rests with the Governors in consultation with the headteacher. Foundation Governors have a particular responsibility because they are appointed for “the purpose of securing, as far as is practicable, that the character of the school as a voluntary school is preserved and developed, and, in particular, that the school is conducted in accordance with the provisions of any trust deed relating thereto. The headteacher has a responsibility to ensure that all arrangements for Collective Worship are secured.”

Rights and responsibilities

Parental Rights

The right of parents to withdraw their children from Collective Worship established in the 1944 Act remains unchanged. Parents also retain this right in the particular context of voluntary schools. This means that:

If the parent asks that a pupil should be wholly or partly excused from attending Collective Worship at a school, the school must comply.

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If parents request alternative worship in accordance with a particular faith or denomination for a child who has been withdrawn, schools should respond positively providing that:

- denominational worship does not replace the statutory act of Collective Worship for voluntary schools;

- alternative provision would be consistent with the overall purpose of the school curriculum;

- such arrangements can be made at no additional cost to the school.

Exercise of the Right of Withdrawal

Parents are not obliged to state their reasons for seeking withdrawal. However, a head teacher will find it helpful to establish with any parent wanting to exercise the right of withdrawal:

- the elements of Collective Worship in which the parent would object to the child taking part

- the practical implications of withdrawal

- whether the parent will require any advanced notice of such worship, and if so how much

A school continues to be responsible for the supervision of any child withdrawn from Collective Worship.

Withdrawal does not guarantee exclusion from the religious character of the school and the governors should make clear to parents that in choosing a church school they are thereby committing themselves to their child’s participation in the overall religious life of the school.

The school’s arrangements for Collective Worship and the rights of parents to withdraw their children should be clearly outlined in the school prospectus. Governors should phrase their statement carefully so they indicate their hope that all children will take part in school worship. However they must make explicit the parental right of withdrawal.

It should be noted that if schools themselves withdraw pupils from collective worship for any reason, this is a breach of the law. If it is necessary to withdraw children in order to accommodate, for example, peripatetic music lessons, those pupils must be provided with an opportunity to worship at another stage during the day. Clearly this would have practical implications for the day-to-day management of the school and is best avoided.

Rights of Teachers

As with the rights of parents, the rights of teachers and head teachers to withdraw from Collective Worship as described in the 1944 Act remain unchanged. However, in voluntary aided schools where head teachers and teachers have a National Society contract including the clause, “respecting the character of the foundation,” teachers will be expected to take part in Collective Worship.

Responsibilities for Collective Worship

Arrangements for Collective Worship in voluntary schools are made by the governing body in consultation with the head teacher. Foundation governors have a particular responsibility to ensure that the character or foundation of the school is reflected in Collective Worship.

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Responsibilities of the Diocesan Board of Education

The Diocesan Board of Education (DBE) should be kept fully informed of all matters relating to Collective Worship in diocesan schools. Through the receipt of Section 48 reports, the DBE monitors the provision of Collective Worship in all voluntary schools in the diocese.

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Responsibilities of SACRE

There are statutory duties on every LEA to establish a permanent body, called a Standing Advisory Council for Religious Education (SACRE). In relation to Collective Worship, the SACRE has the following responsibilities:

to advise the LEA on matters concerned with the provision of Collective Worship

to support the effective provision of Collective Worship in schools

to monitor the provision of Collective Worship in community schools

to consider, along with the LEA, any action which might be taken to improve the provision of Collective Worship

to produce an annual report

to receive applications for a determination from community schools

Although SACREs do not have any direct responsibility for Collective Worship in voluntary schools, the diocese will normally be represented at them through membership of the Church of England constituent group.

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2 The commitment to worship

The school should have a Mission or Vision Statement that will inform and inspire all that the school does. Collective Worship is part of the whole school curriculum. As such it should be implemented in ways which are consistent with whole school values, aims and purposes. The legal requirement for voluntary schools to hold daily acts of worship which reflect the school’s denominational character provides them with particular opportunities to consider the Christian beliefs which underpin the school’s ethos and how these beliefs can be expressed in Collective Worship.

Five principles for good worship

It should aim to be inclusive: good worship engages everyone present in his/her own way

It should aim to be curricular: good worship shows appropriate links with the curriculum, RE policy and class work

It should aim to be educational: good worship develops children’s ideas about God

It should aim to be stimulating and reflective: good worship increases children’s awareness of God through varied experiences

It should be central to school life: good worship gathers together and offers to God the ethos, life and work of the school

The Collective Worship programme should support the aims of a church school as described by the late Lord Runcie when he was Archbishop of Canterbury.

Collective Worship should:

Nourish those of the Christian faith Encourage those of other faiths Challenge those who have no faith

Collective Worship and Christian beliefs

God as Creator

Collective Worship should encourage a sense of awe and wonder and foster a respect for the environment, the world and its peoples.

Jesus

An approach to Collective Worship should incorporate the major Christian festivals which focus on Jesus’ life, especially his birth, death and resurrection. The cycle of the Christian year provides opportunities for reflecting on the life

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of Jesus and the life of the Christian Church and stories from the gospels provide insight into Jesus’ teaching.

The Holy Spirit

Collective Worship should include stories about individuals and organisations who have acknowledged the power of the Holy Spirit in their lives. The Church’s commitment to supporting the poor and oppressed in the world also provides opportunities for schools to reflect on the activity of the Holy Spirit in the world today (e.g. Christian Aid Week, One World Week).

The Trinity

Opportunities to hear trinitarian prayers (including those from the Celtic tradition) can help pupils develop an understanding of the importance of this belief for Christians. In the same way that the three members of the Trinity relate together the nature of the Trinity can also be experienced in the school itself as a community based on relationships. In reflecting this central Christian belief, acts of Collective Worship need to be particularly sensitive to the needs of Muslim and Jewish pupils for whom this doctrine is problematic.

The Bible

Acts of Collective Worship should incorporate stories from the Bible as an aid to reflection and deeper understanding of human experience. Most parishes follow a liturgical calendar which specifies biblical passages for particular times of the year and schools may wish to incorporate these readings into their own acts of worship as and when appropriate. Schools need to consider the following questions:

Who decides which Bible passages to use?

What balance is there between the Old and the New Testaments?

Which version of the Bible should be used?

Is the length of reading and language level appropriate for those present?

Collective Worship and the Anglican tradition

In seeking to provide acts of Collective Worship which are both distinctive and inclusive, church schools may wish to consider strategies for exploring the following:

Observing the major Christian Festivals and the cycles of the Anglican year - Advent, Christmas, Epiphany, Lent, Holy Week, Easter, Ascension, Pentecost and Harvest, and acknowledging major Saints' Days.

Using the Bible as a source book for inspiration and learning.

Reflecting upon Christian symbols and their use in worship.

Identifying a collection of prayers which express the essential beliefs of Christians throughout the ages.

Drawing on the riches of Anglican liturgy in the Book of Common Prayer, Common Worship and other seasonal material.

Participating in aspects of the regularity and set order of Anglican worship. This recognises the central significance of the Eucharist while acknowledging the variety of other forms of worship, which may be

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decided locally in order to match, as far as possible, the pupil's experience in school and church. There could be special services from time to time e.g. welcoming new pupils to schools; school leavers' service in the Summer Term.

Using the collects as a focus for short acts of worship in small groups or for use in the Collective Act of Worship.

Learning traditional responses and prayers, hymns, and psalms which might create a framework for worship within the school.

Providing opportunities to discover the value of meditation and silence within the context of Christian worship.

Recognising that the Anglican Church has a strong commitment to ecumenism which may be expressed when members of other Churches are invited to lead worship.

Experiencing the bond of community which encompasses gender, age, race and religious opinion. This could be expressed through the range of visitors who are invited to lead or attend school worship.

Sharing in a commitment to dialogue with other faiths, shown in the welcome offered to all pupils and the celebration of shared values and beliefs, and, in schools in which other faiths are present, ensuring that those faiths are able and encouraged to mark their major festivals with integrity.

Recognising diversity and being inclusive

Pupils come from a variety of backgrounds reflecting the plural and secular nature of society. The school community may include those who have, or who come from:

families with a commitment to the Christian faith

families with a commitment to a faith other than Christianity

families with no particular commitment to any religion

The governors and head teacher in a voluntary school need to give careful consideration to ways in which acts of Collective Worship can be provided which reflect the Anglican foundation of the school but which do not impinge upon the integrity of staff and pupils or the faith communities from which they come.

Acts of Collective Worship should take account of the family backgrounds of all pupils as part of the school’s commitment to diversity and inclusion. Diversity should be seen as enriching the life of a school community. Particular care should be taken to ensure that in acts of Collective Worship diversity is embraced in positive and sensitive ways through:

building up positive relationships with families and local faith communities

encouraging pupils to be present at acts of Collective Worship but ensuring that pupils from other faiths and their parents are aware that they will not be required to say Christian prayers

ensuring that when some leaders use Christian prayers in the time set aside for prayer, pupils will be encouraged to use their own private

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devotions by thinking of prayers they have learned in their own faith tradition

providing opportunities for silent reflection to enable all pupils to make a personal response

developing a sense of shared values and achievements which cross cultural and religious boundaries

respecting the integrity of different faiths and life stances

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Inclusive language

Pupils from different religions or of no religion may be offended if words are used in ways which suggest affirmation or agreement. Care should be taken to avoid using language in ways that suggest that all those present at the act of Collective Worship share in a particular belief.

Above all, the school’s approach to Collective Worship should be sensitive to the needs and backgrounds of the communities it serves.

Diversity and special educational needs

If Collective Worship is to be fully inclusive it must take account of those with Special Educational Needs. Planning needs to ensure that all pupils benefit from the experiences offered; for example, an over reliance on oral linguistic presentation may be a barrier to those with learning or hearing difficulties. Planning should also ensure that acts of Collective Worship are sufficiently engaging for high achieving pupils.

For many pupils with special educational needs strategies that enable pupils to respond effectively are beneficial. Such strategies might include the use of:

singing and instrumental music

visual stimuli such as artefacts, pictures or special objects

stories, particularly those which enable pupils to come to terms with personal experiences through their capacity to promote self-reflection and understanding of the thoughts and feelings of others

drama, mime or dramatic reading

Links with the curriculum

Personal, Social and Health Education and Citizenship

The framework for PSHE and Citizenship as set out for the Primary and Secondary phases enables schools to implement an approach to Collective Worship which offers pupils opportunities to reflect on the importance of leading healthy, confident and responsible lives as individuals and members of society. Acts of Collective Worship should incorporate opportunities for pupils to consider:

their own experiences and the spiritual, moral, social and cultural issues they face as they grow and mature

respect for the diversity of, and differences between, people

the importance of playing a helpful part in the life of their schools, neighbourhoods, communities and the wider world

creating a society where people matter more than things

their response to local, national and international events

Collective Worship and Religious Education

Religious Education is part of the basic curriculum. Collective Worship is not designated curriculum time under regulations and should not be subsumed under

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any part of the curriculum. The act of Collective Worship must be distinctive and identifiable if it is to meet the legal requirements. It is unacceptable for schools to claim that they ‘do RE in Collective Worship’ or vice versa. It should not be assumed that the curriculum leader for RE should also be the coordinator for school Collective Worship. A separation of these two areas of responsibility will assist schools in their efforts to ensure the distinctive nature of Collective Worship.

Assembly

The law does not require schools to hold an assembly, but from a practical perspective it is usually the case that acts of Collective Worship take place in the context of school assembly. However, schools should make a distinction between the act of Collective Worship and the assembly. The assembly is often used for administrative purposes, such as giving out notices or sharing information. Schools should consider ways in which they can separate these administrative tasks from the act of Collective Worship. Pupils need to be clear about when the act of Collective Worship begins and ends. Some helpful strategies include:

use of a symbol to introduce and conclude the act of Collective Worship, e.g. candle, special object, table, etc.

a period of silence prior to and/or following the act of Collective Worship

a short piece of music to separate the act of Collective Worship from other school business

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3 What makes Collective Worship good?

Good Collective Worship is like good teaching – it is well-planned, thoughtfully resourced, carefully differentiated and delivered in a way that addresses a variety of learning styles. Worship leaders need to establish an atmosphere in which staff and pupils have the opportunity to be thoughtful and reflective or imaginative and joyful. Worship should sometimes be calm, quiet and controlled AND sometimes happy, loud and disturbing!

Creating the atmosphere

The following ideas may help in creating a worshipful atmosphere within a school setting:

Use music for pupils’ entry and exit. Choose suitable music to fit the theme and continue it for a minute or so while everyone quietens themselves

Set up a worship table as a focal point and place on it artefacts such as a cross, candle or flowers

Ensure that all present will be able to see, especially when they stand up to sing

Try to ensure that distracting external sounds are kept to a minimum Make sure that all ‘props’ are ready beforehand Signal the start of worship with a liturgical response such as:

The Lord be with you and also with you

There are many excellent resources for planning worship themes and content and some excellent websites - see page 30.

Prayer

All acts of Collective Worship in school should include an opportunity for prayer and quiet reflection. Through prayer children have the opportunity to develop a sense of trust and a recognition that Christians put their lives, and those for whom they intercede, in the hands of God.

Teaching about prayer should include:

knowing that prayer can take the form of worship, repentance, petition, intercession and thanksgiving

understanding that prayer can take place anywhere and at any time, including grace before lunch and a special prayer at the end of the school day

being aware that different people pray in different ways the learning of prayers in the Anglican tradition – see below for some

suggested prayers opportunities for children to write their own prayers opportunities for extemporaneous prayer by children and staff prayers using music and repetition such as Taizé songs the use of a focal point, such as the lighting of a candle, to enhance

opportunities for prayer, silence and listening

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The Lord’s Prayer: the choice of the version of the Lord’s Prayer that the school uses should be made in consultation with the parish priest. This prayer needs to be taught and talked about regularly.

The prayer of St Richard of Chichester: this prayer was written by a former Bishop of Chichester, and is an important prayer for our diocese.

Prayers attributed to St Francis of Assisi and St Ignatius Loyola.

See Resources (page 31) for the texts of these prayers.

Spiritual Development

Opportunities for spiritual development should be fostered across the whole curriculum. However, acts of Collective Worship provide particular opportunities for promoting the spiritual development of pupils. Although spirituality is at the heart of all the world’s major religions, the spiritual area of experience cannot be confined to adherents of faith communities. In approaching Collective Worship, schools should take an educational approach to spiritual development that might include:

the recognition that there is something more to life than the ordinary

acknowledging the capacity of pupils to reach beyond the everyday experiences of life

the development of the inner life of each pupil

a search for meaning

a sense of values

a sense of the transcendent

searching for answers to some of life’s ultimate questions

Taking account of the age, aptitude and family background of the pupils, Collective Worship can contribute to spiritual development by:

giving time for stillness and reflection, and the exploration of inner thoughts and feelings

providing opportunities for pupils to share what is important to them

celebrating what is worthwhile in pupils’ own lives and in the context of the school and the wider community

creating an atmosphere conducive to a sense of peace and tranquillity

providing opportunities for pupils to use all their senses

fostering an atmosphere of mutual respect

being pupil centred and beginning from pupils’ experiences

providing opportunities to develop the imagination

using a range of activities such as singing, dancing, drama, prayer

providing a special time separate from ordinary school activities

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Dance and Drama

Dance and drama, expressive mime and role-play can add a rich and meaningful dimension to worship. They are often used to retell and interpret passages from the Bible and other stories, but they can also be a very powerful way to convey feelings, attitudes, information and symbols. It is important to acknowledge and provide for different learning styles (visual, auditory and kinaesthetic) in worship as in other areas of learning.

Within the national literacy framework there is a range of drama strategies which can be taught to children and then be used to good effect within worship. The children involved in dance/drama have an opportunity to express their feelings in a creative and imaginative way. They have the opportunity to deepen and develop their spiritual understanding and to investigate and reflect upon their own beliefs and values.

For those children watching, the use of drama and dance provides a focus and inclusive feel to the worship. They are encouraged to look and listen and this helps to develop insight, empathy, inspiration and a search for meaning. Dance and drama provide active learning situations for all present, and allow each person to be totally engaged, both in mind and emotion. Even within a limited space, such as the church aisles, the use of ribbons or flags with music can contribute to a qualitative and inclusive experience.

When worship includes drama or dance and is to be shared with parents and the community, it is important that it is valued as an integral part of worship and not just seen as an opportunity to show off particular talents. Thus if something goes wrong it should be acceptable to repeat the play or dance, underpinning the idea that worship should be the best it can be because it is being offered to God.

When parents and members of the local community are present, for example at Harvest and Christmas, two issues need to be handled with particular sensitivity: applause and the taking of photographs or videos. It is natural for proud parents and friends to want to express their appreciation for the pupils’ and teachers’ efforts but to avoid the impression of worship becoming a performance they should perhaps be asked to reserve their applause for the end of the service when everyone can be thanked together. Headteachers and governors will need to draw up a school policy on the taking of photos and the use of images of children and ensure that this is communicated clearly prior to the service taking place.

The timing of drama/dance within worship and of worship itself is important. If questions are raised pupils may need time to talk them through with the headteacher or worship leader. This would be possible if worship preceded playtime, but not if lessons recommence immediately after worship.

Music in Collective Worship

See the separate section on the use of music in Collective Worship: Make a joyful noise to the Lord.

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4 Planning for school worship

Good planning should underpin school worship in exactly the same way as it underpins all learning in school. Sometimes it will be necessary to respond to particular events at short notice – see our list of websites.

Long term plans

Planning for school worship will usually be undertaken by a small group led by the worship co-ordinator. In a small school that may comprise the whole staff, while in larger schools there may be an appointed worship committee. It is recommended that the parish priest and at least one other foundation governor should normally be part of the planning group; it will also be helpful to include the person who oversees the music for worship and perhaps representative pupils.

This group will be expected to consider:

the programme of worship themes which ensures a balanced and informed approach

the special occasions or services the school wishes to mark the use of the Church Calendar the composition of the group for worship – whole school, key stage, year

group or class who will lead worship the venues and booking arrangements for special services links with the worship pattern in the parish(es)

Medium term plans

These plans should include:

weekly themes and associated Christian concepts resources which might be used opportunities for reflection possible hymns and songs and other specific music ideas visitors to be invited to take part in school worship the involvement of children in the various acts of worship a focus for evaluation (e.g. content, atmosphere, music, pupil response)

Short term plans

These plans will be developed by the individuals responsible for the acts of worship and should be included in the planning file for reference and inspection purposes. If several worship leaders are covering a single theme it is important to ensure continuity and lack of repetition for the pupils. It is advisable to keep a simple, brief record of acts of Collective Worship. These records will assist with the review of the school’s provision and thus inform future planning.

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Worship themes

The themes used in school worship should act as imaginative triggers to a range of ideas and approaches that can enhance children’s spiritual development and enable them to come to a deeper understanding of the Christian way of life.

A programme of themes should not be restrictive and the leader must be able to respond to local or national situations and to deviate if they believe the situation warrants it.

When selecting a theme the following qualities should be considered:

It invites reflection - it opens up opportunities for prayer, and for children to develop Christian values and to think of matters of worth.

It has multi-dimensional possibilities – it has possibilities for a range of deliveries and styles and the Biblical content can be easily understood.

It is relevant – it connects with the church, school, local or national calendars and events, and will provide a focus for good planning.

It is appropriate – it can be understood by the pupils and excites their interest, and enhances the school’s philosophy and ethos.

Suggested themes for use in primary school worship can be found on page 20.

Group based worship

Many schools will want to devise different ways of programming the daily worship so that different experiences can be offered to the children. Group based worship can often be included but should follow the whole-school themes and be well-planned. Natural groupings for worship could include class, year or key stage.

ADVANTAGES

more intimate opportunity to pitch the content at

the children’s level more accurately

opportunity for the safe involvement of children

utilisation of focal points peculiar to that group

extend the ethos of the school develop the response to worship develop teacher input and

involvement

DISADVANTAGES

dislocated from whole school worship

greater diversity of input leading to a possible lack of continuity

the legal right of withdrawal of teachers and children

Leaders of group worship should apply the same principles to planning and leading as for whole-school worship. The essentials of worship should be just as evident regardless of the size of the group participating.

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Links with the parish

In voluntary aided and controlled schools it is expected that there will be close links with the local Anglican church(es) and clergy. This is a two-way process – school worship can influence parish worship for example in the songs used. Forms of worship, hymns and music and themes should be chosen in consultation, providing continuity for pupils in school and in church. If it is possible to invite members of the congregation to services held in the church this helps to inform and involve local residents in the life of the school.Ideally clergy and leaders of other denominations within the community will be invited to contribute to school worship in recognition of the Anglican church’s commitment to ecumenism. Representatives of other groups in the community such as charity fund-raisers may also be included in the planning and leading of worship.

Visitors at school worship

THE USE OF VISITORS CAN ADD TO THE VALUE OF PUPILS’ EXPERIENCES IN WORSHIP. VISITORS CAN BRING THEIR OWN PERSPECTIVE AND BE AN EXPERT SOURCE OF INFORMATION, THUS SUPPORTING THE WORK OF THE SCHOOL. HOWEVER, THE WORSHIP CO-ORDINATOR MUST BE SURE TO COMMUNICATE CLEARLY REGARDING THE PURPOSE OF THE VISITOR’S ATTENDANCE AND THE EXTENT TO WHICH THEY WILL BE INVOLVED IN THE ACT OF WORSHIP.

The school should:

be as sure of the credentials of visitors to worship, as of any visitor try to know what talents and assets the visitor has be clear what benefits are wanted make sure that the visitor is briefed on the way their contribution fits

into the life of the school encouraging him/her to talk from their faith perspective, rather than on behalf of their religious community

show/tell the visitor what happens, where, when and why, preferably in writing, - so they know what to expect

ask if there is anything the visitor needs ensure that someone welcomes and also thanks the visitor and says

farewell at the appropriate moment NEVER leave the visitor alone with the pupils but ensure that a

qualified teacher remains in overall control be prepared to give some feedback, pointing out the good things and

helpfully pointing towards ways in which the contribution could have been of greater value

The visitor should:

be on time and be well prepared make sure someone appropriate knows you have arrived refrain from altering arrangements at the last minute make sure you know who is in the audience that day pitch it at their level and be prepared to receive questions try to be relevant to the day if possible keep to the time agreed remember that this may also be the only chance some adults have to

worship make your farewells and leave when you have finished be aware of the need for feedback, perhaps at a later time not

immediately afterwards leave the school to advertise or publicise your events/organisation – only

if they wish visit before your first occasion so you know what happens and so that you

can avoid making last minute extra work for staff

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SOME SUGGESTED THEMES

This is not an exhaustive list and should be planned over a two year cycle.

Key Christian festivals including:

Advent Christmas Epiphany Candlemas Lent Shrove Tuesday Ash Wednesday Holy Week Easter Ascension Pentecost Trinity Harvest All Saints and All Souls

Key festivals from cultures and religions including:

Chinese New Year Diwali Eid el Fitr Hannukah Ramadan

Achievement

All things new

All you need is love

Barriers and bridges

Beginnings and endings

Books

Caring for Creation

Celebration

Choices and decisions

Communication

Co-operation

Courage and bravery

Deep thought

Deity Devotion

Families

Forgiveness

Friends

Gifts and giving

Gratitude

Growth

Happiness and sadness

Honesty

Jesus

Light and darkness

Looking back - looking forward

Memories

Moving on

Neighbours

One world

Peace

People who help us

Praise

Prayer

Promises

Reflection

Self-Awareness

Suffering

Thank you for the music

Thankfulness

The Trinity

Wonder

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5 Monitoring and evaluation of collective worship

Annually

The monitoring of the planning and provision of worship should be done on a regular basis by the Headteacher and Worship co-ordinator and the governors who have responsibility for Collective Worship (this will include at least one Foundation governor). In line with the new model of Ofsted inspection, schools are now being encouraged to engage in self-evaluation to determine strengths and areas for development. The Self-Evaluation Toolkit for Church of England Schools is available elsewhere on this CD and will be of considerable assistance to schools as they evaluate their practice. The section on collective worship seeks to assess the impact of Collective Worship on the school community. The following four sub-areas should be explored:

How important is worship in the life of the school community and how is this demonstrated?

How positive are the attitudes to collective worship? To what extent do learners and staff of all faiths derive

inspiration, spiritual growth and affirmation from worship? How well does collective worship develop learners’ understanding

of Anglican faith and practice?

Each of the above has a set of prompts to enable the Worship Co-ordinator and governors to examine planning and practice in worship and to identify areas for development.

The Toolkit also contains “level descriptors” for the grades which may be assigned by Section 48 inspectors, ranging from 1 – outstanding to 4 - inadequate. Governors may find it helpful to consult these when making their evaluations.

Areas to be evaluated will include the following:

The centrality of worship in the life of the school The quality of planning for collective worship The quality of resources used Participation in worship by adults and children and their perceptions of

worship Opportunities for prayer and quiet reflection The extent to which pupils develop an understanding of the Anglican

tradition The involvement of visitors and the local community

Termly

The Worship Co-ordinator should be responsible for the regular evaluation of worship, keeping brief records and involving other staff and pupils. Evaluation should be manageable and carried out as regularly as possible without becoming burdensome.

In conducting the self-evaluation, the following evidence might usefully be included:

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documentation e.g. policy, planning records and evaluations

observations of acts of Collective Worship as part of routine monitoring activity

discussions with foundation governors, collective worship co-ordinator, staff, pupils and, if appropriate, parents

discussions with representatives of the parish community and where relevant diocesan representatives

budget allocation and expenditure for Collective Worship

evaluation of worship arising from discussions with pupils in RE, circle time or PSHE

involvement of the School Council in planning and evaluating worship

evaluation of worship as an item on the agenda of staff meetings once or twice a year

school worship as the focus of a governors’ monitoring visit and discussed termly at governors’ meetings

Some examples of evaluation formats follow.

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School Self-Evaluation of Collective Worship

These Guidelines from the Diocese of Manchester give suggestions as to how schools can evaluate worship provision and individual acts of worship as part of their regular procedures.

FOCUS CRITERIA PEOPLE INVOLVED FREQUENCY OUTCOME

Policy In line with trust deed and mission statement and having considered Diocesan Guidelines

Governors, headteacher, staff and clergy

Every three years approximately

Regularly reviewed worship policy

Provision Regular, well understood pattern of worship that meets legal requirements

Headteacher, staff and clergy Each day Worship provided each day for whole school, Key Stage or class groups

Planning Outline and detailed planning along the lines suggested in Diocesan Guidelines but with flexibility to respond to events

Headteacher, worship co-ordinator, clergy and staff leading worship

Outline planning at least half a term in advance

Each act of worship planned to a high standard to include a variety of activities and pupil participation

Recording Records which demonstrate a variety of experiences for pupil participation

The member of staff or clergy leading worship

Each day High quality records which inform future planning

Church links Church involvement in worship such as visits from clergy and lay members to lead worship, services in church or Christian elements in worship

Clergy, lay members of the church, headteacher and worship co-ordinator

Visit by clergy or church member preferably each week, services in church - possibly each term

Regular involvement of school and church

Resources Resources, visual focus for worship and staff trained and confident in leading worship

Governors, headteacher, worship co-ordinator, Diocesan Board of Education

Reviewed annually in combination with budget allocation and Board of Education training package

Good quality resources appropriate to the ages, abilities and backgrounds of pupils.

Good quality acts of worship

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Guidance for the evaluation of worship

As with other areas of the curriculum, staff will be generally reflective about worship. These guidelines, however, relate to more formal evaluation, including written records.

Evaluation should be manageable and as little of a burden as possible Evaluation should be carried out by as many people as is realistic and not just by the person leading worship.

Pupils should be involved. Evaluation should be carried out regularly, its frequency planned in advance and according to school and

worship policies Evaluation should focus on a limited number of specific criteria each time

With these principles in mind, there will be various opportunities for written evaluation.

Sometimes it will be appropriate to evaluate a specific act of worship e.g. if it is very different from the usual pattern or if it is particularly successful or disastrous.

Evaluation of worship could be a focus for children as part of RE, circle time or PSHE. There are opportunities in literacy for children to report, comment, describe experiences, share ideas and put

their ideas into sentences at Key Stage 1. At Key Stage 2 they will be able to look at worship in the context of qualifying, justifying and evaluating ideas. In writing they should be taught to inform and explain, persuade, review and comment; school worship can be the subject of these. Each class could undertake one or two evaluations each year.

The School Council could debate worship each year. The worship co-ordinator should have the opportunity to undertake evaluations with the same degree of

frequency as subject co-ordinators. Evaluation of worship could be an item on the agenda of staff meetings once or twice each year. Outside visitors e.g. clergy, link governor or chair of governors could provide an evaluation occasionally.

If these opportunities are combined there would be sufficient evidence to evaluate worship about twice each half term. Younger children could look at one act of worship, whilst older ones review one or two week’s experiences and adults take a longer view.

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As well as evaluating worship over a shorter period of time younger children would focus on fewer aspects than older ones or adults. These could include:

ASPECTS FOR EVALUATION

QUESTIONS / ACTIVITIES FOR CHILDREN

Place where worship takes place

Where in school do you like to sing hymns / say prayers? Why?

Do you like the sitting arrangements for worship? How would you change them? Is that practical? Is the place clean and tidy? Is it comfortable? How could we use the space for worship better? How can we make it look better?

Visual focus What is on the worship table / display? Is there anything which tells you it is Christian? Is there anything we could add? Why? Should we change parts of it more often? Draw what you think should be on the table / display during worship.

Atmosphere How should you behave during worship? Why? Does everyone come in sensibly? Do visitors behave well? Should we have more or fewer visitors? Why is it good to be quiet when we come in to the hall for worship? Act out how people should behave during worship. Does it feel good to be involved in school worship? Why?

Music What music has been played recently? Do you prefer some types of music rather than others? Which? Which music is best for getting us ready for worship to start? Why? Should we use more or less music in worship? Why?

Pupil involvement Do you like to be involved in leading worship? Why? Do you like to see other children leading worship? What do you like to do when you are leading worship? Do you enjoy singing / talks / acting things out / praying / reading / coming out to the front / showing work / receiving awards / …. ? What else would you want to do in worship? Are children involved enough in worship? Write a prayer which you could use in worship.

Staff involvement Do you prefer your teacher to be at the worship? Why? Do you like to see teachers leading worship? Why? Do you like to see teachers joining in worship? Why? Do you like to see other adults leading worship? Why?

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Pupil response What do you remember best about worship? Why? Does worship make you feel better or happier? Why? Does worship make you think more about God / Jesus / the world / other people / yourself? What do you think about? Why? What do you learn in worship? Do you learn more about God / Jesus / the world / other people / yourself?

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Variety of activities Can you name the different things we do in our worship? Which of these do you like best? Why? Are there any that you don’t like? Which and why? Which are you best at? Why? Work in a small group to make up an activity for an assembly next week on the theme of …

Suitability to age, ability, family and faith background

What do you not understand in worship? Why? What do you find hard to understand? Why? What do you find easy to understand? Why? Do you learn some of the same ideas at home? Which? Do any of you worship outside school? Where? Do you learn some of the same ideas where you worship? What has most surprised you from worship at school? Why?

Songs and hymns What songs and hymns do we sing in school worship? How many do you know well? Which would you like to know better? Do you enjoy singing? Why? Do we practise songs and hymns enough / too much? Are there any suitable songs you know which you would like to sing in worship? What are the differences between ordinary songs and worship songs? Make up some worship words to a well-known tune.

Reflection Do you like time in worship to reflect on what someone has said or done? Why? Do we have long enough / too long for reflection? What do you mainly think about during reflection? Do you ever think about God / Jesus / the world / other people / your family / friends / yourself during reflection time? Can this be good even if you are supposed to think about something different? Why? Do you sometimes find it hard to reflect on what has been said or done? Why? Would anything (e.g. quiet music) help you to reflect?

Prayer Do you like saying prayers? Why? Do you like writing your own prayers? Why? Is it easy to pray? Why? What are prayers? Who or what do you mainly think about in prayers? Write a prayer for worship next week on the theme of ….

Aims for worship It may not be easy for children to think of worship in relation to the aims set out in the school’s worship policy. However, if schools wish to involve them in this, the appropriate questions would be along the lines of “Do you think worship helps to …?”

Church school ethos Evaluation of worship in relation to this area is mainly for staff or other adults. The questions would be phrased in terms of sections from the school mission statement, ethos statement and school aims. Areas which might be included could be: pupil and staff morale, job satisfaction, relationships, equality and justice, discipline, relationships with parents and carers, church and community links and Christian leadership.

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The role of the worship co-ordinator

Within these guidelines the role of the co-ordinator would be to:

Monitor the evaluation of school provision for worship as outlined in the first table Collate and draw conclusions from responses from children, staff and other adults on the quality of acts of

worship as outlined in the second table Report to headteacher, staff and governors on the findings on a scheduled, regular basis Suggest developments for worship in the school Set up the structures to implement and evaluate these

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6 Secondary school worship – some specific issues

Most of the guidance included in the first five sections of advice about Collective Worship applies equally to both primary and secondary schools. However it is recognised that headteachers and worship leaders in secondary schools may face particular challenges.

The numbers of pupils involved

Most secondary schools find it difficult, if not impossible, to have the whole school attending acts of worship at the same time. It is much more likely that the following types of grouping will be used:

Separate assemblies in key stages ‘House’ (vertical groupings) acts of worship Year groups Class acts of worship Voluntary acts of worship e.g. a School Eucharist or a Praise Service

Acts of worship can take place in a variety of settings:

school hall gym classroom library drama studio church in the open air

The style of worship

Wherever collective worship is held, it is important to establish an atmosphere that is conducive to reflection and participation. The same form of worship and routine of gathering could be used throughout the school in order to promote a corporate and shared understanding of the value placed on worship. However, the content will need to be suitably differentiated to be appropriate for the various age groups of students. If students are seated comfortably and given an opportunity to rehearse brief drama sketches, presentations etc. the quality of the act of worship will be increased.

Classroom worship

Carefully planned class or tutor-group acts of worship offer a chance to explore a theme in depth or to respond to individual questions. Some of the secondary schools in the diocese ensure suitable material for small group worship is provided centrally. The following suggestions may be helpful when planning classroom worship:

Include time for thinking, time for sharing, time for listening and time for stillness and silence.

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Use a focus which pupils will learn to recognise and respect – the lighting of a candle, flowers, a cross, or a natural object.

Teach the pupils to use silence, through stilling exercises and guided meditation. (See Don’t just do something, sit there by Mary Stone for suggestions.)

Keep the act of worship simple and short – use a short passage of scripture, a story or a ‘Thought for the Day’ to convey a simple and straightforward message.

Invite pupils to reflect on the content of worship either individually or in small groups, allowing two or three minutes for discussion and reflection.

The inclusive approach to worship in a Church secondary school

Large secondary schools are more likely than their primary feeders to admit students from a variety of religious traditions as well as many whose families have no religious affiliation. Diversity in religion, race and culture should be regarded as a positive contribution to the life of the school. Church schools can express their commitment to diversity in the following ways:

Although all students are expected to be present at acts of worship, those who come from non-Christian homes should be made aware that they are not required to say Christian prayers but can show respect for those who do wish to pray by maintaining silence.

Students of other faiths and members of their communities should occasionally be invited to share their own religious experience with the group.

Students can be taught that times of silence and reflection invite spiritual growth and response from all present – this is common to all faiths.

Staff leading worship should make it open and inclusive, ensuring that language is appropriate for all and does not make any students feel uncomfortable.

Christian love, humility, trust and reconciliation are of prime importance when meeting with people of other faiths and those of no faith.

Additional resources

Collective Worship, Issues and Opportunities Richard Cheetham (0-281-05586-6)

Don’t just do something, sit there Mary Stone (1-85175-105-X)

Moments of Reflection Jean Howarth and Mike Walton (0-435-30243-4)

Themes and Readings for Assemblies Susanna Reid (0-435-30251-5)

One Hundred Readings for Assembly David Self (0-435-80041-8)

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Secondary Assembly File Jan Thompson (www.pfp-publishing.com)

The Culham website includes ideas for group and whole-school worship in secondary schools http://www.culham.ac.uk/cw/index.php.

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7 Resources

Websites

http://www.assemblies.org.uk/

http://www.assemblies.org.uk/rapid/ (for “rapid response” to major events)

http://www.culham.ac.uk/cw/index.php (a site for everything to do with Collective Worship)

http://www.culham.ac.uk/cw/multimedia/index.php (some multimedia presentations which can be used for worship)

http://www.culham.ac.uk/cw/search/prayers.php (a collection of prayers)

http://www.refuel.org.uk/

http://www.stapleford-centre.org/process_request.php (a list of books of ideas for Collective Worship)

http://www.biblesociety.org.uk/ (look at Reel Issues for ideas for using film clips)

http://www.themiraclemaker.co.uk/ (activities based around the popular RE video)

http://www.barnabasinschools.org.uk/ (resources and inset for collective worship)

http://www.request.org.uk/teachers/resources/photos/photo_index.htm (lots of resources including quizzes, photos of people and Christian celebrations)

http://www.christian-aid.org.uk/learn/schools/livedifferently/index.htm (a collection of free ideas for collective worship)

http://www.cafod.org.uk/resources/schools_teachers/school_assemblies

http://www.reep.org/cw/index.php

Publications

Be Bold! Inspiring primary school collective worship Alison Seaman (0-7151-4004-3)

Christian assemblies Jan Thompson (1-904677-07-X)

Christian assemblies for primary schools Sharon Swain (0-281-04792-8)

Celebrating with Science Michael Beesley(1-85741-041-6)

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Wisdom for Worship Margaret Cooling (0-9516537-3-3)

Assemblies that count M Cooling & C O’Connell (1-902234-16-2 )

Collected Works for Collective Worship Gordon Raggett (0-86071-494-2)

Prayers

The Prayer of St Richard of Chichester

Thanks be to you, my Lord Jesus Christ, for all the benefits which you have given me; for all the pains and insults which you have borne for me, O most merciful Redeemer, Friend, and Brother. May I know you more clearly, love you more dearly, and follow you more nearly. Amen.

The Prayer of St Ignatius Loyola

Teach us, good Lord, to serve thee as thou deservest; to give and not to count the cost; to fight and not to heed the wounds; to toil and not to seek for rest; to labour and not to ask for any reward, save that of knowing that we do thy will; through Jesus Christ our Lord. Amen.

A Prayer attributed to St Francis of Assisi

Lord, make me an instrument of your peace, Where there is hatred, let me sow love;where there is injury, pardon;where there is doubt, faith;where there is despair, hope;where there is darkness, light;where there is sadness, joy;

O Divine Master, grant that I may not so much seek to be consoled as to console; to be understood as to understand; to be loved as to love.

For it is in giving that we receive; it is in pardoning that we are pardoned; and it is in dying that we are born to eternal life.

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