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Reflective Pools Refreshing Collective Worship in Bromley Schools Reflective Pools Refreshing Collective Worship in Bromley Schools Produced by THE LONDON BOROUGH Bromley SACRE Reflective Pools Refreshing Collective Worship in Bromley Schools Introduction 1 Definitions of Collective Worship 2 Brief definitions of spiritual, social, moral 3 and cultural Development The Law on Collective Worship 4 Special Schools Post 16 Collective Worship policy 6 Planning Collective Worship 7 Collective Worship in the class or form room Use of themes Variety of content and presentation Reflection and Prayer 11 Inviting visitors to Collective Worship 12 Evaluating Collective Worship 13 Useful resources 15 Appendices: 16 A Sparks and Inspirations Festivals and Events in the school year B Themes for Collective Worship C Group planning sheet D Daily planning sheet and evaluation E Model for a collective worship policy F Rochester Diocese guidance for church schools 1 Introduction Bromley SACRE saw the need for this guidance as a result of discussions during their visits to schools each term and from the responses to the RE and CW school self review documents. The working party comprised Martin Sweet, chair of SACRE, Rev Michael Camp, Rae Michaelis, Christopher Town, Cllrs Anne Manning and Peter Hobbins and the RE consultant Penny Smith-Orr. The working party met on four occasions and has used material from the Croydon and Lambeth guidances, Redbridge SACRE, Rochester Diocese and Ann Lovelace to whom thanks go. This is a guidance booklet about collective worship in schools and not about ‘assembly’. Throughout the country pupils and staff still refer to ‘going to assembly’ when in fact assembly and collective worship are two different and distinct activities. An assembly is a gathering together for the purpose of giving information, notices, reiterating school rules etc. Collective worship is the part of that gathering together where an act of worship takes place. Between the two activities, which are usually held together for logistic reasons, it is a good idea to have a pause or to introduce something like a picture or candle for pupils to use as a focus, so that it is clear when assembly finishes and collective worship begins. As you will see in the legal section, it is still the law that pupils shall take part in a daily act of worship, although this can take place at any time of the day. In the busy school timetable this gathering together is an important community activity, which all the learning community take part in, and should not be squeezed out or used as a reason for extra free time. This guidance gives information on the law, policy and planning. Although this is not a book of ideas for collective worship you may find that Appendix A, “Sparks and Inspirations: Festivals Through the Year” and the lists of possible themes (appendix B) give you inspiration. The Working Party on World Religions in Education produces the SHAP Calendar of Religious Festivals, which has information about the festivals of 12 major religions. Church of England schools, both VC and VA, are advised to refer to the Guidelines from Rochester Diocese in Appendix F Finally, two quotes which might help to put this document into perspective. ‘The challenge consists in creating an experience which neither compromises belief but rather recognises the integrity and dignity of all members of the school community; which is essentially educational and stimulates the possibility of reflecting inwardly, sharing outwardly and living upwardly’. Angela Wood ‘Our fragmented society needs a whole series of reflective pools, places where the very deepest issues of life and death may be explored and understood away from the market place’. Terry Waite 2 Reflective Pools Definitions of Collective Worship The word worship comes from the Anglo Saxon word ‘weorthscipe’ and can be defined as either ‘the adoration of God or a Supreme Being’ or ‘to honour, value and praise someone or something of worth’. In the context of worship in school, the aim is to provide experiences which deepen the inner senses and engender feelings of self worth and the uniqueness of the individual. Giving pupils a purpose and meaning to life, awe and wonder of the natural world, reverence and respect and a sense of belonging to the community. By bringing pupils into contact with worship, they can be enabled to learn how to ‘be’ in worship. Worship can complement RE in the same way, for instance, that experiments complement theoretical teaching in science. Seen in this way it becomes a genuinely educational enterprise. Your aim, therefore, is to create an atmosphere, in which genuine worship may take place. In such an atmosphere each pupil may encounter worship in a way which values their own beliefs and which gives them an opportunity to make a personal response. Pupils should be encouraged to reflect on the ways in which worship affects the values, attitudes and spiritual dimensions of themselves, the learning community and society. It should be a celebration and a time for reflecting on things that have worth and meaning to the community. The ‘collective’ part can take on different meanings, depending on the setting. Ideally the whole school, all pupils and staff, would be involved. However, it is often not possible to gather all at once and so there are variations in numbers, from small tutor groups, to a class, to a year group, up to the whole learning community. The 1988 Education Act defines a school group as any group or combination of groups in which pupils are taught or take part in other school activities: this is not a group reflecting particular religious beliefs. The main point being that all members should be involved in some way in a daily act of worship, unless withdrawn by parents for reasons of conscience. (See the law section) To give pupils the message that this is an important time of the school day, adults should also be involved, rather than using the time as a ‘free period’. No pupil should be kept out of the worship time for extra reading or tidying up, as this is a shared time when the community affirms its worth and togetherness by exploring its shared humanity. Within your collective worship policy, it is a good idea to have a definition of collective worship that is true to your own school ethos and to make that definition as open as possible, to include all members of the learning community, whether they have a faith or not. (See policy writing) Taking part in the collective worship is more than passively attending; the content of the worship should elicit some response from the pupils. Ofsted assesses the contribution of collective worship to the spiritual, moral, social and cultural development in the school. The celebration of success and worth is important and should be an integral part of school life. Refreshing Collective Worship in Bromley Schools 3 Brief definitions of Spiritual, Moral, Social & Cultural Development Ofsted reports on collective worship within the context of spiritual, moral, social and cultural development. Inspectors assess the extent of the support and enhancement of the corporate life of the school and the importance of celebrating that which is worthy and good within the school. The following accounts of what is involved in promoting pupils’ spiritual, moral, social and cultural development are offered as suggestions for schools to adapt as they wish. To promote pupils’ spiritual development is actively to encourage: l the growth of pupils’ inner life, their capacity to relate to others and their non-material well-being; for example, their self-respect, their creativity, their will to achieve their full potential and their ability to ask, and try to find answers to life’s major questions, including questions about the existence and nature of God; l pupils’ acquisition of the knowledge, understanding, skills, attitudes and qualities they need to foster their own inner lives and non-material well- being throughout life. To promote pupils’ moral development is actively to encourage: l pupils’ understanding of the difference between right and wrong, the will to do what is right and their willingness to consider others with concern and compassion; l pupils’ acquisition of the knowledge, understanding, skills, qualities and attitudes they need to do what is right and to cope with moral conflict. To promote pupils’ social development is actively to encourage: l pupils’ understanding of the responsibilities and rights of being a member of families and various communities, local, national and global; l pupils’ acquisition of the knowledge, understanding, skills, qualities and attitudes they need to live up to these responsibilities and promote these rights. To promote pupils’ cultural development is actively to encourage: l pupils’ understanding of the cultural influences that affect them and others, a sense of belonging to local, regional, national and global cultures, and their appreciation and response to a range of aesthetic experiences; l pupils’ acquisition of the knowledge, understanding, skills, qualities and attitudes they need to understand, appreciate and contribute to their own and different cultures. 4 Reflective Pools The Law on Collective Worship The Education Reform Act of 1988 sets out the law regarding collective worship and Circular 1/94 provides further guidance. The law states that collective worship in schools should aim to: l provide the opportunity for pupils to worship God l consider spiritual and moral issues and to explore their own beliefs l encourage participation and response, whether through active involvement in the presentation of the worship or through listening to and joining in the worship offered l develop a community spirit, promote a common ethos and shared values, and reinforce positive attitudes. Collective worship is intended to be appropriate for, and to include, all pupils attending a school, regardless of their own personal faith.
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