To a Church school, religious education and collective worship should be seen as part of an integrated experience, with collective worship acting as an expression of what is taught in many RE lessons. Pupils gain a religious education in its fullest sense in a Church school through good, well-planned and well-organized collective worship, through the example of Christian teachers, and through the quality of RE teaching.
The Way Ahead, para 4.14
Guidelines are produced by the Diocesan Board of Education to assist Governors, headteachers and teachers in providing Collective Worship.
The Collective Worship Guidelines apply to all Church schools.
Although these documents were provided to all Church schools in the Diocese in paper format, they are no longer available in that format as they are likely to be subject to revision in the near future.
Contents
This guidance is intended to provide governors and teachers with advice on how to make the best attempt at making the experience of worship in Church schools a positive one for pupils. This is the first task. The second, and much harder task, is to offer advice that is capable of being adopted by all, whatever the context of their Church school, but will nevertheless avoid the pitfall of being so bland and uncontroversial that it will actually undermine the good practice of teachers, who may be breaking new ground in a very creative way. These are the starting points and the overriding concerns for planning and writing policy documents in this area.
One of the primary aims of offering advice is to enable teachers and governors to be thoughtful about their practice, and to realise that their chosen way of worshipping as a school community will have implications for the whole of the curriculum and the ethos of the school. If diversity is to be retained and celebrated, as is the case in the whole of the Anglican Communion, then advice may only be offered in broad brush strokes, and must concentrate on areas to be considered, rather than prescriptive formulas. Each school has a responsibility for the worship that takes place within it, and there is already a healthy diversity within the Diocese of Chester. The aim of this document is therefore to affirm the variety of practices which already provide children with positive and creative experiences, and to point the way to further possibilities. To offer worship is to give worth to God, and it is hoped that these guidelines will assist all schools to offer pupils a vision of God which is worth pursuing.
(a) Pupils’ backgrounds.
The majority of church schools accept pupils drawn from their local neighbourhood, without regard to their faith background. In practice this means that when a school, or groups within a school, meet together for worship the activity is unlikely to be corporate worship, where the worshippers are broadly in agreement in their beliefs. Even in a school where the background of the pupils is Christian, the pupils may not regard themselves as believers. It is generally understood that ‘collective’ worship in schools refers to a service of worship which is educational and inclusive in its nature, rather than being a gathering of believers.
Church of England schools are required to hold a daily act of collective worship which is consistent with the faith and practice of the Church of England. Opportunities should therefore be provided for pupils to offer worship to God, through Jesus Christ, without losing sight of either the different starting points of each of the pupils, or the need for the act of worship to take account of the developmental ages of the pupils.
(b) Worship in an educational context
Providing opportunities for worship to be offered to God within an educational context means stressing active pupil involvement, encouraging the pupils to engage with profound questions of meaning and value, and ensuring that there is time for reflection and prayer. It is neither possible nor desirable that pupils should be compelled to worship, but they may be encouraged to respond to the consideration of the spiritual dimension to their lives in an atmosphere which affirms both themselves and the community and foundation of which they are a part.
It is within the context of collective worship that experiences of reverence, joyfulness, celebration and a meditative attitude towards life may be enjoyed and related to everyday life in the school. Those leading worship will offer the pupils the possibility of belief in a reality which is greater than themselves, and an opportunity to learn from those who have lived in a way that takes the spiritual seriously. It is a daily reminder that the schools expectation of its pupils includes reflection upon identity, meaning and value, and that these may be experienced both individually and as part of a community.
(c) Forms of worship
Forms of worship within the Church of England differ widely, and guidance may be drawn from traditions of focusing on the person of Jesus, praising God in music and art, corporate responses and prayers, experiencing silence, Bible reading and exposition, examples of people of faith, reflection on everyday life, and services of celebration and the Churches’ year. It is within the Anglican tradition to respect and celebrate insights from other world faiths and material may be included from these sources, for the purposes of education. It would not be appropriate to offer prayers within these traditions. There is more guidance on this aspect in the section Multi-faith Church Schools.
(d) Celebrating the life of the school.
The act of worship provides an opportunity for reflecting upon the daily life of the school, celebrating achievement of all kinds, reflecting upon the need for repentance and forgiveness within relationships, and exploring the Christian values that the school upholds. Just as the act of worship is important as a means by which the whole of school life is considered, so also that which is explored during the time of worship should inform the whole curriculum and pastoral relationships within a school.
Many schools include an Act of Worship which involves the sharing of pupils’ work and achievements. This is a highly commendable activity, as long as pupils are also given the opportunity to worship God within the same Act of Worship.
(e) Hymn Practice
Hymn practice is eligible to count as an Act of Worship, if accompanied by suitable reflection. This might be a discussion of the words in the hymns, or the writer’s life, or the emotions that the music produces. It must always include an opportunity to worship God, either in a time of reflection or in prayer.
It is important to be sure that that aims of school worship are stated very clearly. You need to know what you are trying to achieve to be able to monitor your provision and evaluate its effectiveness. It is also useful to be able to provide visitors with a brief overview of your vision for Worship within the school.
It is important that aims for worship should be supported and understood by all who have responsibilities in this area. For this reason it is not possible or desirable for the Diocese to produce a blueprint for every school, since circumstances will differ. The aims offered below are starters for discussion in each school.
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Some aims for school worship
School worship should:-
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The Legal Basis for School Worship
A full account of the legal basis of the Act of Worship may be found in Appendix 1. As a starting point, schools should take account of these points:-
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Worship in Church Schools must be in accordance with the Trust Deed. In the absence of the Trust Deed acts of worship must be in accordance with ‘the faith and practice of the Church of England.’ |
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Responsibility for the Act of Worship lies with the Foundation governors, after consultation with the headteacher |
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An Act of Worship shall be provided for every child, every day. |
If pupils are withdrawn from the main Act of Worship, for swimming, music lessons or extra tuition for example, an opportunity for worship must be offered later in the day. This is often most suitable at the end of the school day, when a class may participate in a short Act of Worship together.
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All parents must be advised of their right to withdraw their child from the Act of Worship. |
A suitable phrase for inclusion in the prospectus might be:-
Parents are advised that they have the right to withdraw their child from religious education and the Act of Worship. However it will not be possible to separate the child from the Christian ethos of the school and parents who object to this are advised to seek a place in a non-Church school.
Why keep records of Acts of Worship?
Keeping a record of Acts of Worship ensures that the planning documentation is followed and enables a new leader to take over if there is an unexpected absence. It also ensures that there is no unintended repetition and the annual festivals such as Harvest, Christmas and Easter can be made a different experience for pupils every year. Any visitor who is invited to lead the Act of Worship can see what has preceded her/his visit and adjust their input accordingly. If the school receives any complaints about the Act of Worship the foundation governors, whose task it is to deal with such complaints, may examine the documentation and be fully briefed on how the complaint should be dealt with.
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Date |
Leader |
Classes present |
Pupils involved |
Theme |
Content |
Music on entry |
Hymns |
Prayers or reflections |
Anglican features |
comments |
Classroom record of Acts of Worship
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Date |
Leader |
Class |
Pupils involved |
Theme |
Content |
Prayers or reflections |
Comments |
Pupils and staff will benefit from Acts of Worship led by visitors. In order that visits should run smoothly visitors need to receive information prior to their visit.
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Written advice to visitors
Written advice should include:-
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Although the Diocese of Chester tends to be a monocultural area, our schools are nevertheless privileged to be responsible for the education of some pupils from ethnic minority families, who worship in a range of different religious traditions. Care must be taken that the integrity of all pupils and their families is respected.
Schools should begin their preparation by inviting parents to have a conversation about their child’s participation in school worship. Since beliefs within religious groups differ, it is not possible to give general advice. For instance, some Muslim parents would find an Act of Worship which is held in a Parish Church to be offensive, whereas others would have no difficulty with this. For some Muslims singing or dancing as part of worship is also not acceptable. Schools must make every effort to initiate dialogue, so that the feelings and beliefs of parents can be fully respected. The parental right of withdrawal is an important safeguard in this respect, since schools are encouraged to make use of their local Church for Acts of Worship, which might include Harvest, Christmas and Easter times.
Although many teachers feel uncomfortable if a pupil is withdrawn, it is important for children to learn that there are ways in which we differ, and there are times when, as a result of our beliefs, we withdraw from the main group.
Acts of worship may include materials from faiths other than Christianity, when these materials are relevant, and especially when pupils from those faiths are present, but at all times worship must be offered to God through Jesus Christ.
Elements of a policy statement should:
begin with a statement of the legal position, explaining that worship in the school is held for every child, every day, according to the Trust Deed.
refer to the Anglican foundation of the school.
make mention of the parental right of withdrawal.
advise where records are kept, and how these might be available to parents.
give information about how worship is organised in the school, and who is responsible for it.
stress that the worship is based on broad Anglican foundations, whilst respecting the personal integrity of all who attend.
make links with the spiritual, moral, social and cultural development of the pupils.
explain the school practice for record keeping.
indicate resources available to support the Act of Worship, and where these might be found.
describe some of the themes and methods that are normally used.
explain how pupils are involved in worship, in both small and large groups.
Good Practice in School Worship
There are many elements which make for worship in schools. These elements need to respect the right of the pupil and the teacher to choose to be separate from the activity. The RE Council of England and Wales has suggested that there are worshipful elements which any school may wish to strive for:-
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Elements of worship
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The timing of an act of worship is vital to prevent pupil boredom. Ten minutes should be sufficient to have a clearly focused act of worship. Some of the main ingredients for good practice are:-
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Ingredients for Worship
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Providing a Focus in Acts of Worship
Providing a focal point in a hall or room will enable the pupils to concentrate their minds and understand the special nature of worship. This focus may be in the form of an overtly Christian symbol such as a cross or crucifix, or it may be a vase of flowers on a table or an Easter Egg at Easter time. An Act of Worship is separate from the activities which take place during the rest of the school day and using a symbol to show that this is a special time helps the pupils to enjoy a different experience from the PE and lunchtimes with which they more normally associate the room. As with classroom displays, in order to avoid familiarity and also create interest, the focus needs to be changed frequently.
One of the first places to look for resources for School Worship is within the Anglican tradition itself. There will be times when it will be appropriate to use some of the more formal practices of the Church, to enrich the experience of the pupils.
What is a collect?
A collect is a prayer which expresses the requests of a whole group of people when they are gathered together in worship. They are usually written in majestic prose and are addressed to God. They have been in regular use since the Council of Hippo in 393.
What is the form or pattern of the collects?
Their form is:
an address to God
a phrase referring to an attribute of God or a saving act of God
the petition or request
the reason for the prayer
the conclusion
(The second and fourth part may occasionally be omitted.)
Collects in school
Collects can be introduced gradually into Acts of Worship. The collect can be explained or introduced (see suggestions below) and then it can be said by everybody during the following fortnight to reinforce the learning and understanding. If appropriate, the older pupils can work out movements to represent the collect.
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Almighty God, |
Suggested approach
Each phrase can be placed on acetate on an OHP. Every day a new phrase is introduced along with a story or explanation.
Resources
Candle, matches, armour if possible, pictures of a baby, an old person, a judge (or a judge’s wig), a picture showing many, many happy faces (to represent heaven), a crown.
Day 1
Almighty God,
give us grace to cast away the works of darkness
Meaning: God is asked to help people work for good against wrong.
The pupils are asked what they think the phrase means. To help explain it a story is told or a scene is acted out whereby someone has nearly done something wrong and then changed their minds e.g. stealing a biscuit.
The pupils practice saying the phrase together and then in the prayers everyone says it again as someone lights a candle.
Day 2
and to put on the armour of light,
now in the time of this mortal life,
Meaning: The people pray to wear God’s goodness while they are alive on earth.
The first two lines are placed above the new one. To explain the first line the pupils are shown a piece of armour. The second line which speaks of our humanity and that we all die can be discussed by showing pictures of a baby and an old person. A story can be told about growing up. At prayers the collect is said from the beginning using a candle, the piece of armour and the pictures.
Day 3
in which your son came to us in great humility:
Meaning: Jesus came to earth as an ordinary person born in a stable.
Who is the ‘son’? What does humility mean? Show a manger inside a stable. Retell the story of Jesus’ birth. How was Jesus humble?
At prayers the collect is said from the beginning using the candle, the armour, the pictures and the stable scene.
Day 4
so that on the last day,
when he shall come again in his glorious majesty
to judge the living and the dead,
we may rise to life immortal;
Meaning: at the final judgement Jesus will judge everybody who has ever lived.
Show the wig. What is a judge? Show the numerous happy faces to show people in ‘heaven’. Tell a story of two children where they both behave differently. Who was wrong? The pupils can be the judge to decide who was right or wrong. Place an emphasis on the possibility of forgiveness for the child who was found to be wrong.
At prayers the collect is said from the beginning using the candle, the armour, the pictures, the stable scene, the wig, and the pictures of happy faces.
Day 5
through him who is alive and reigns
with you and the Holy Spirit,
One God, now and forever.
Meaning: This is the conclusion to the collect saying that the prayer goes through Jesus who is part of the Trinity.
Use the crown to explain that Christians believe that Jesus is a king and a large cut out shamrock to show the idea of the Trinity. Pupils can stick on the names Father Son and Holy Spirit onto the shamrock.
At prayers the whole collect is said using the candle, the armour, the pictures, the stable scene, the wig, the pictures of happy faces, the crown and the shamrock.
This collect is said on the last Sunday after Trinity but it can be used any time when the Act of Worship follows a theme on the Bible.
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Collect for Bible Sunday
Blessed Lord,
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Resources
Bibles of varying sizes and translations, acetates with a person reading, a person thinking (a question mark over his/her head), a picture of the lost son (preferably produced by the
pupils).
Day 1
Blessed Lord,
who caused all holy scriptures to be written for our learning;
Meaning: God gave us the Bible to help us learn about God.
Show the Bibles and ask how they are the same and how they are different. Tell a story from the Bible e.g. the parable of the lost sheep. What can we learn from it?
At prayers the first three lines of the collect are said while someone holds the Bibles.
Day 2
help us so to hear them,
to read, mark, learn, and inwardly digest them
Meaning: Christians wish to read and understand the Bible so that it becomes part o f their lives.
Use the acetates to explain ‘read, mark (i.e. take notice of), learn and inwardly digest’. Focus on ‘inwardly digest’, and how we often need to think deeply about things before we come to understand them. When we have understood, we can start to change the things we do. Tell the story of the widow’s mite. What does it tell people? how can everyone in school ‘inwardly digest’ the story? What can happen? This could lead to the school launching a charity appeal.
At prayers the five lines of the collect are said while someone holds the Bibles and the acetates are shown.
Day 3
That, through patience, and the comfort of your holy word,
we may embrace and forever hold fast the hope of everlasting life,
which you have given us in our Saviour Jesus Christ.
Meaning: Christians are asking for patience to understand the Bible and also for comfort from it so that they may be with God forever when they die.
Focusing on ‘comfort’. How might the Bible comfort people? Read or tell the story of the lost son. What does it mean? How might it help people? (The son was forgiven by God so there is hope for forgiveness for everyone)
At prayers the whole collect is said while someone holds the Bibles, the acetates are shown along with a picture of the lost son.
One good way of making a connection between the worship in school and that of the Church of England is to use the cycle of liturgical colours. The colours worn by the priest in the Church of England in some churches vary according to the time of year. The priest’s stole matches the altar cloth. The colours are:-
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Purple |
Lent and Advent
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White or Gold |
Christmas, Epiphany, Easter, Ascension tide, Harvest, Trinity Sunday, feast days of saints who are not martyrs
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Red |
Whitsuntide, Palm Sunday, Good Friday, feast days of martyrs
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Green |
All other days
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Some background information on the Psalms
The psalms were written in the form of hymns to be sung during acts of worship
in the Temple. They were written from the time of David onwards. There are 150 psalms and they are arranged in books:
Introduction Psalm 1
Book 1 Psalm 2-41
Book 2 Psalm 42-72
Book 3 Psalm 73-89
Book 4 Psalm 90-106
Book 5 Psalm 107-150
Conclusion Psalm 150
The fivefold pattern reflects the five books of the Torah, the first five books of the Hebrew scriptures. There are different categories of Psalms, listed below with examples:
Hymns of praise and thanksgiving
for God’s goodness
e.g. 100, 145,150 (praise for creation), 8,103,163
Royal Psalms for coronations,
weddings, campaigns
e.g. 2,10,45,20
Individual laments where the
worshipper appeals to God for help
e.g. 3,5,6,7,42,51
Community laments where the
focus is on natural disasters or national problems
e.g. 44,74,80
Community Thanksgiving
e.g. 66,105
Individual Thanksgiving
e.g. 30,32,34,62,116
INTRODUCING Psalms into acts of worship
Resources: The words from the psalms written out on an acetate for an OHP
PSALM 47 VERSE 1 AND 2
1.
clap your hands all you
peoples:
and cry aloud to God with shouts of joy.
2.
For the Lord Most High is to be
feared:
he is a great King over all the earth.
Meaning: This is a psalm of praise and thanksgiving. God is to be praised with shouting and clapping because he is a God who rules the earth and is one whom we should fear.
Theme: Giving praise to God
Introduce the psalm with: ‘Think of the world around you. What makes you happy?’
How would you show you were happy? Explain that the psalmist wanted to thank God for the things that made him happy.
If appropriate, everyone could shout out ‘Praise the Lord’ and clap simultaneously.
Read verse 1 and then everyone can read it and clap simultaneously.
Read verse 2 and ask, ‘Why are people afraid of God? What does it mean if God is a king?’
Everyone read verse 1 and 2 aloud together. The pupils can be divided into two parts to read the verses alternately.
Explain the psalms were written to sing with people. Read aloud the first verse of Junior Praise number 26, ‘Clap your hands all you people’. Which words are the same as the psalm?
Sing the hymn together while clapping hands.
Prayers of praise can be written by the pupils.
The same approach can be used with:
Psalm 100 verse 5 and Hymn 55, ‘God is good’ in Junior Praise.
Psalm 113 verses 1-3 and hymn 49, ‘From the rising of the sun’ in Junior Praise.
PSALM 23
Theme: God cares for his people
Meaning: God will look after people all through their lives and at death just like a shepherd looks after his sheep.
In preparation, each class, is assigned a verse from psalm 23 and either produces a painting or a symbolic design to represent it. They can also have created accompanying sounds for the verse. The pictures are held up in the Act of Worship. The leader uses the acetate and the illustrations to explain the psalm. The pupils can read alternate verses in groups while the sounds are also played.
While the pupils stand with their illustrations, everyone sings number 243 in Junior Praise, ‘The Lord’s my Shepherd’.
OTHER THEMES
Unhappiness or tragedy
Psalm 22 verse 1 and 2 can be used to show that people sometimes cry out against God.
Verse 31 can also be read to show that people can come through their unhappiness and are again at peace with God
Quiet reflection
Psalm 46 verse 10 can be used to help the pupils to be quiet and think about God.
Number 22 in Junior Praise, ‘Be still and know that I am God’ can be sung
Creation
The wonder of creation and humankind’s need to care for the environment is seen in Psalm 8 verse 4-9.
Copyright information on hymns: Chris Williams 01323 417711 CCL, Dept A09,
PO Box 1339, Eastbourne, East Sussex, BN21 4YF
