‘Collective worship’ is a requirement of the
Education Act 1996. It has no meaning outside of the school environment. At its
best it can achieve a great deal. It can be a daily collective activity which
among much else can recognise and emphasise common values, aspirations and
commitments. Each school needs to think
about what is beneficial for the whole school community in the light of the
diverse faith traditions and backgrounds of its children and adults. The advice
given to the Brent Education Authority (since the late 1980’s) is that in order
to encourage all pupils and staff (from Christian, other religious or
non-religious backgrounds) to willingly participate together in collective
worship Brent SACRE has developed a model approach which schools are invited to adopt as a
basis for a policy on collective worship. To enable
community and foundation schools to follow this approach they must apply to
SACRE (Standing Advisory Council on Religious Education) for what is called a
‘determination’ to lift the requirement of the Education Act 1996 that collective worship
should be "wholly or mainly of a broadly Christian character". The
Education Act does give parents the right to withdraw their children from
collective worship. It is hoped, however, that if schools have a ‘determination’ and follow an appropriate approach for
collective worship parents will not feel the need to choose this option.
The second of the
National Curriculum’s two aims is: ‘to
promote pupils’ spiritual, moral, social and cultural development and prepare
all pupils for the opportunities, responsibilities and experiences of life’.
‘It
should develop their knowledge, understanding and appreciation of their own and
different beliefs and cultures, and how these influence individuals and
societies. The school curriculum should
pass on enduring values, develop pupils’ integrity and autonomy and help them
to be responsible and caring citizens capable of contributing to the
development of a just society.’
The importance of
this aim is indicated by an expectation that this development will take place
from the very beginning of children’s education. The Foundation Stage Profile includes the following steps within
its breakdown of the Early Learning Goals:
Principles for
Early Years’ education recognise that, in order to learn most effectively,
children need to feel included, secure and
valued. It is important that there
are positive relationships between parents and adults in the school. A seamless
transition between home and school is fundamental to learning within the
school setting, and learning needs to build on what children already
experience, know and do.
These principles
apply equally to every stage of a child’s learning.
Effective
collective worship in school can provide this connection between home and
school, between the values and beliefs a child experiences at home and those
experienced at school. Through
effective collective worship the child can feel included, secure and
valued. The child can develop respect
and understanding of the beliefs, values and cultures of other people. Through
collective worship each child can contribute to the development of the school’s
values and to the development of the school as a respectful community.
Effective
collective worship provides children with an experience of stillness and
reflection which:
Brent SACRE
believes that it important that the school community periodically discusses and
refreshes its awareness of the place of collective worship in the school. Adults in the school need to help children’s
understanding according to their age and ability. It is important that the school community is clear about the
following:
Britain is a
predominantly Christian country, becoming gradually more secular and comprising
of increasing numbers of people following other faith traditions. Developments in collective worship are part
of this journey of change where different traditions are becoming conscious of
themselves and each other, of their relationships with each other and of their
position in this country in a changing way.
Non-faith schools
are a secular space. This does not mean
a non-religious space but a space where no one religious or non-religious
tradition takes precedence over another.
As a secular space,
the school is a forum where expressions of religious and non-religious faith
together with dialogue and discussions about and between different faiths can
take place. Brent SACRE believes this
should be encouraged – that a healthy school community readily includes open,
vigorous and respectful exchanges of and about faith. Indeed, it believes this is central to the well-being of each
individual as well as the community.
Brent SACRE’s Model
Approach should help schools to facilitate a version of collective worship that
eases and promotes a polite and vigorous expression of faiths and a dialogue
between them by providing a clear ‘frame’ through which religious and
non-religious material and practice can be introduced.
The use of the
‘framing’ described below (see Recommended Procedures) protects the integrity
of the faith of each person in the school community by making it clear to
everyone present who is identified with the worship being shared, and who is
observing and listening. For example, collective worship during Divali could
include the school’s Hindu children and adults playing and singing bhajans
(sacred songs) for others to observe, learn about and respond to according to
their beliefs. On another occasion
Christian children and adults may offer prayers together while others
listen. On yet another occasion
children and adults from atheist non-religious backgrounds may share a reading
or statement which expresses their values.
SACRE recognises
that this inclusive and open expression of faiths may be new to some schools
and that they may need to move in this direction gradually. SACRE encourages discussion within the whole
school community and with parents for this to happen. SACRE also sees this process as a gateway to the development of a
healthy and vigorous provision for children’s spiritual development throughout
the school and the curriculum.
Effective
collective worship includes:
· opportunities
and support for children and adults to share stories, prayers, objects,
sayings, poems etc which are important to them, express their values or are
part of their home tradition
· an atmosphere
of focus and a period of calm silence so that children and adults can reflect,
meditate or pray according to their own traditions, often in response to
material shared
· an emphasis on
the values expressed by festivals, local, national and international events
e.g. UN day, National Pet week, Respect festival
· an emphasis on
the values expressed by stories, possibly connected with a festival, sayings,
prayers, songs or poems
· connections
between values expressed by material from one or more traditions and the
experience and lives of all present
· opportunities
to focus on the values of the whole school community (this could be through a
song created by the school community or through other forms of expression where
children and adults clarify their values)
· celebration of
contributions of individuals or groups to the school, children and adults,
emphasising the sense of purpose and service
· sharing and
celebrating aspects of children’s learning and achievement, drawing out the
values which have enabled this
These procedures are designed
to safeguard the interests of all children.
1.
When children or adults share a text, artwork, piece of music, or saying
they should introduce the piece with words which clearly identifies the
tradition from which it comes so that a safe boundary is created from which all
can freely respond to it.
For
example:
‘ I/we are sharing this reading from the
Gospel of Mark in the Bible. While this
has special meaning for Christians we can all listen and respond in the way
which is right for each of us.”
‘ I am sharing this reading from the Gospel
of Mark in the Bible. While this has
special meaning for me as a Christian I hope you will hear something in it
which is helpful to you.’
‘I/we am/are sharing this hadith
which is important for many Muslims so that we can understand what it says and
let it effect us in the way that is right for each one of us’
‘I am going to tell you this fable from
Aesop’s fables which have particular meaning for many people, including
Humanists and are also strongly connected to stories from Hinduism and
Buddhism. Let us all reflect on what this story says about greed.’
2.
After leading the group to a period of calm silence, we recommend
saying:
‘Now
we can use this quiet that we have made to reflect, meditate or pray according
to our own beliefs.’
Brent
SACRE believes that this is the most appropriate way to provide the opportunity
for all to worship including those whose tradition focuses on worshipping God,
without compromising anyone’s integrity.
(For a method of creating an atmosphere of focus and a period of calm
silence see Appendix 1)
3. When
festivals are celebrated SACRE recommends that children and adults present and
share aspects of the festivals of their own traditions. It may be that if a culture of mutual
respect is developing some children will still feel unsure about public
recognition of their affiliation with a faith tradition. This may be the case particularly if there
are very small numbers in the school or if the child has witnessed negative
responses to their tradition during their life.
4.
SACRE recommends that adults and children make decisions about
collective worship and choose the content and format together, using these
guidelines.
5.
Individuals or groups need to be mindful of sensitivities of members of
the whole school community in the choices they make and in the way they present
material.
6. The
teacher with responsibility for collective worship needs to ensure that there
is a balance of material from different traditions through a term.
7.
When members of local faith communities are invited to lead collective
worship it is important that they comply with points 1 and 2 of these
procedures.
8. Children may like to create their own more child-friendly term for
collective worship. Children in one
school in Brent used the term ‘Pause’.
1.
Brent SACRE understands the term ‘collective’ to mean coming
together. Therefore, it does not expect
groups of children to separate for collective worship following particular
faith traditions. At the same time, the
SACRE understands that it is often not possible for a whole school to come
together. It also believes that
children can benefit particularly from collective worship in smaller groups
such as their class or form group. It
is for the school to decide the balance between coming together in larger or
smaller groups.
2. If
the act of collective worship is part of an assembly adults need to ensure that
there is a recognisable change of focus and mood from the rest of the
assembly.
3. The
act of collective worship need not be very long or elaborate: five or ten
minutes involving an atmosphere of focus and a period of calm silence each day
is usually plenty.
4. It
is also for the school to decide the most appropriate time of the day.
5.
SACRE hopes that all members of the school community will enjoy and
benefit from the school’s act of collective worship and that the whole
community will want to be included.
However, parents do have the right to withdraw their children if they
believe this is in the best interests of the child.
6. Brent
schools should be prepared to provide facilities for children to reflect,
meditate or pray. This would be in
addition to the daily act of collective worship.
Appendix 1
This is a simple
way to help children experience a calm and positive silence in which they can
reflect, meditate or pray. By focusing
on sound to become still, a more immediate and attentive silence can be
created. These words are a guideline. It is the use of voice, its lowered pitch,
slow pace and calm tone which is important, focusing the children on the sounds
they can hear.
‘I want you to sit in a listening position
(this could be with your head lowered, eyes closed, hands folded or any way
that helps you to listen carefully).
Now we are going to
quieten our minds and still our bodies by listening….. to the sounds
outside…….Listen to the different kinds of sounds you can hear……..loud
noises….quiet sounds in the background……that may be you didn’t notice first of
all……Now bring your attention to any sounds in the room…….We can become aware
of any silence which we have made……….
Now we are going to
use this quiet that we have made to reflect, meditate or pray (according to our
beliefs)’
In my experience,
this is a very effective way of helping children to become still – from very
little wriggly children to rowdy adolescents.
During INSET sessions teachers have similarly responded very
positively. An electric silence usually
pervades the room very quickly. At
first this silence can be held for a short time, gradually being increased as
the children become more practised.
This practice
should not be confused with Buddhist or Hindu meditation. Silence is created to allow for focused
reflection, meditation or prayer according to each person’s tradition.