1. In spirit and in truth
Guidance on Collective Worship in Church
of England schools
January 2006

2. Contents
Foreword 3
1 What is collective worship? 4
Collective or corporate?
The legal requirements
Rights and responsibilities
2 The commitment to worship 8
Christian beliefs
The Anglican tradition
Diversity and inclusion
Links with the curriculum
3 What makes collective worship good? 13
Creating the atmosphere
Prayer
Spiritual development
Dance and drama
Music
4 Planning 16
Long, medium & short term plans
Themes
Group based worship
Links with the parish
Visitors
5 Monitoring and evaluation 21
By whom?
How often?
6 Secondary school worship 28
Specific Issues
7 Resources 30
Websites
Publications
Prayers
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3. 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 OGS
Bishop of Horsham
Chairman of the Diocesan Board of Education
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4. 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 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:
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5. “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.
• 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;
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6. - 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.
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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7. 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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8. 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 of Jesus and the life of the Christian
Church and stories from the gospels provide insight into Jesus’ teaching.
The Holy Spirit
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9. 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 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.
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10. • 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 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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11. 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
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12. Religious Education is part of the basic curriculum. Collective Worship is not designated
curriculum time under regulations and should not be subsumed under 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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13. 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
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.
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14. 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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15. 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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16. 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.
Worship themes
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17. 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 DISADVANTAGES
• more intimate • dislocated from whole school worship
• opportunity to pitch the content at the • greater diversity of input leading to a
children’s level more accurately possible lack of continuity
• opportunity for the safe involvement of • the legal right of withdrawal of teachers
children and 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
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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18. 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

19. 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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20. SOME SUGGESTED THEMES
This is not an exhaustive list and should be planned over a two year cycle.
Key Christian festivals including: Deep thought
• Advent Deity Devotion
• Christmas
Families
• Epiphany
• Candlemas Forgiveness
• Lent Friends
• Shrove Tuesday
• Ash Wednesday Gifts and giving
• Holy Week Gratitude
• Easter
Growth
• Ascension
• Pentecost Happiness and sadness
• Trinity
Honesty
• Harvest
• All Saints and All Souls Jesus
Light and darkness
Key festivals from cultures and Looking back - looking forward
religions including:
Memories
• Chinese New Year
• Diwali Moving on
• Eid el Fitr Neighbours
• Hannukah
One world
• Ramadan
Peace
Achievement People who help us
All things new Praise
All you need is love Prayer
Barriers and bridges Promises
Beginnings and endings Reflection
Books Self-Awareness
Caring for Creation Suffering
Celebration Thank you for the music
Choices and decisions Thankfulness
Communication The Trinity
Co-operation Wonder
Courage and bravery
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21. 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:
• 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
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22. • 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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23. 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 Governors, headteacher, staff and Every three years Regularly reviewed worship policy
statement and having considered clergy approximately
Diocesan Guidelines
Provision Regular, well understood pattern of Headteacher, staff and clergy Each day Worship provided each day for
worship that meets legal requirements whole school, Key Stage or class
groups
Planning Outline and detailed planning along the Headteacher, worship co- Outline planning at Each act of worship planned to a
lines suggested in Diocesan Guidelines ordinator, clergy and staff leading least half a term in high standard to include a variety of
but with flexibility to respond to events worship advance activities and pupil participation
Recording Records which demonstrate a variety of The member of staff or clergy Each day High quality records which inform
experiences for pupil participation leading worship future planning
Church links Church involvement in worship such as Clergy, lay members of the Visit by clergy or Regular involvement of school and
visits from clergy and lay members to church, headteacher and worship church member church
lead worship, services in church or co-ordinator preferably each
Christian elements in worship week, services in
church - possibly
each term
Resources Resources, visual focus for worship and Governors, headteacher, worship Reviewed annually in Good quality resources appropriate
staff trained and confident in leading co-ordinator, Diocesan Board of combination with to the ages, abilities and
worship Education budget allocation and backgrounds of pupils.
Board of Education
Good quality acts of worship
training package
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24. 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.
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:
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25. ASPECTS FOR QUESTIONS / ACTIVITIES FOR CHILDREN
EVALUATION
Place where worship Where in school do you like to sing hymns / say prayers? Why?
takes place 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?
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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26. 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, What do you not understand in worship? Why? What do you find hard to understand? Why? What do you find easy to
family and faith understand? Why? Do you learn some of the same ideas at home? Which? Do any of you worship outside school?
background 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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27. 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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28. 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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29. • 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)
Secondary Assembly File Jan Thompson (www.pfp-
publishing.com)
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30. 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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31. 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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32. 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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