A high quality school assembly is one of the most important aspects of
a school?s curriculum. Its potential to nurture a positive school ethos
that stresses care for the self, others and the pursuit of all forms of
excellence should not be underestimated. It powerfully nurtures the
development of intrapersonal intelligence.
What follows illustrates how school assemblies, in all phases of
schooling, can make a positive contribution to pupil self-development and
therefore be at the heart of raising achievement and standards. The
examples given are based upon a form of assembly that has been developed
by planning to encourage pupils to reflect upon a set of universal values,
such as love, peace, truth, co-operation and respect. These values act as
the foundation not only for religious education (RE) but for the
development of personal, social and health education (PSHE), citizenship
and the spiritual, moral, social and cultural (SMSC) aspects of the
curriculum. In other words they underpin the school's institutional values
and the whole of the curriculum! I acknowledge with deep gratitude the
inspiration of many teachers who have so powerfully contributed to the
ideas contained in this article. Particularly, thanks to the school
community at West Kidlington Primary and Nursery School in Oxfordshire
where I was headteacher for nearly seven years.
1. What is an Assembly?
An assembly is when the school community, or a part of it, meets
together to share aspects of life that are of worth. It acts as a medium
for communicating matters of significance from one generation to another.
In England, an act of collective worship is usually held as part of an
assembly as it has been a legal requirement since the 1944 Education Act.
2. Role and Purpose of an Assembly
A school explains the role and purpose of assembly in its
documentation:
?Our assemblies, which include our Acts of Worship [the legal
obligation], are an important feature of our school?s life. They act
as one of the main ways by which we create our positive reflective
ethos and promote our values-based education. I am grateful to all
colleagues who make a positive contribution to them. In fact, all
colleagues make a tremendous contribution through their presence and
active participation. Pupils are very aware that all staff, by their
positive attitude, involve themselves in assemblies, acting as role
models for the pupils to emulate. Assemblies contain times of quiet
reflection that enable pupils to develop the deepest values and
aspirations of the human spirit.?
A visitor to this school remarked:
?The most important thing is wholeness - a whole community.
This is not a place that is only devoted to teaching pupils things.
The function of the school is that the pupils learn their academic
stuff more effectively because they learn in a valued, structured
environment. The quality of learning is better, and life skills and
values are absorbed in ways they are in few other schools. No detail
about people, individuals, or the conduct of the school, is considered
unimportant. There?s a clear sense of vision.?
As the quote above exemplifies, assemblies should aim to create,
nurture and sustain a sense of community. They can serve to develop a
positive school ethos that affirms the school?s identity and
aspirations. The result being that the school lives in cohesive harmony
that sustains the pursuit of excellence in all its forms.
The physical setting for an assembly is important and when possible
care should be taken with such detail as heating, ventilation, comfort and
the aesthetic nature of the room. To achieve an assembly of excellence the
appropriate atmosphere and tone can be created through the sensitive use
of:
a central focus, such as a display, that can help pupils think
about the theme of the assembly;
music that can help create a calm and reflective mood;
black-out and spot lighting (if available) help to make assembly
time special;
the leader of the assembly being seated in an attitude appropriate
for a reflective experience as the pupils arrive for assembly;
all adults in an assembly modelling the behaviour that is expected
of the pupils;
pupils being actively included in all aspects of the assembly.
Underlying the above is the assumption that all who lead an assembly
understand the term spiritual. To come to an understanding of this
term is essential in-service education for the whole staff. This is
necessary because developing and deepening the spiritual dimension of life
is key to ensuring that assemblies are powerful vehicles for establishing
schools of excellence.
3. Morning Assemblies
Monday morning assembly is particularly important, as it should bring
the whole school back together again after the weekend break, to re-focus
upon the week in view, on its objectives and the tools that will be used
to achieve them. Other assemblies during the week build on the standards
that are set at the beginning of the week. Schools should develop their
own pattern of assemblies that will include whole school, key stage, year
group and class assemblies. Also the time of assembly will vary with
purpose.
What should be demonstrated in an assembly is a reiteration of the
value of each individual pupil including their individual thoughts and
abilities. There should be a reiteration of the importance of those
elements to the community and the secure place of each pupil within the
school. Finally, at a subtle but powerful level, a reminder of the
importance to each pupil and adult in the assembly of the school itself.
Indeed a very complex web of ideas, observations and intentions should be
woven if the assembly is to be one of excellence.
The pupils should be invited to consider their inner capabilities,
their positive worth, their place in the community and their purpose for
the week, and to do it from the touchstone of that month?s positive
value. Pupils respond in the affirmative, so that they are focused,
positive, calm, and ready to start. The school community starts from the
individual pupil and the value of each one, and allows them to see their
part in their own world.
4. The Role of Reflection
Careful thinking about the physical setting for an assembly leads on to
the consideration of its form and content. The practice of reflection,
sometimes known as creative visualisation or stilling, is probably at
least as rare in schools as it is in the larger world. Reflection helps
pupils focus upon the positive aspects of themselves that they can value
and build on. Incidentally, the use of the word meditation is deliberately
avoided because is can create an impression, to the world at large, of
images of cross-legged gurus reciting mantras! Reflection, on the other
hand, is not so open to misinterpretation.
Silent reflection should be a key element in an assembly. It has
several crucial elements that include:
creating an appropriate atmosphere in the assembly that is
conducive to leading the pupils in a reflective exercise;
encouraging pupils to sit in a relaxed, comfortable and still
manner;
developing the ability to use the inner eye of imagination;
the person conducting the assembly using appropriate words to
stimulate the creation of a picture on the screen of the minds of the
pupils;
pupils developing the skills necessary to go within themselves,
thus being observers of their thoughts in order to nurture positive
images that support positive behaviour.
The ability of the leader of the assembly to be able to set high
expectations in terms of appropriate pupil behaviour and attitude cannot
be over emphasised. The pupils will model themselves on this person whose
behaviour must be sincere and authentic. Pupils are quick to spot
inconsistencies in adult behaviour. They will avoid entering into the
reflective spirit of an assembly taken by an adult whose own inner world
is unstable. (Some may say that this is an unrealistic expectation, as
each adult is on their own path of spiritual development. However, the
crucial aspect is to maintain an honest approach that avoids making any
pretence at what is untrue in terms of personal beliefs and values.)
5. Examples of Words Used during Reflections
The following are examples of appropriate words that have been used
successfully for reflections during assemblies:
With each breath let your body become more and more relaxed. With
each out breath, breathe out any worry ... with each in breath feel
yourself breathing in quietness and calm ...
Now imagine a beautiful waterfall of light entering the top of your
head ... feel the waterfall of light gently flowing through your head
... down your neck ... into your chest and shoulders...The waterfall
of light is warm and full of gentle energy. ..Feel it move down your
shoulders, into your arms ... your hands and out through your fingers.
More light falls as a waterfall down your back - into your tummy -
your legs - down to your feet and out through your toes - washing away
with it any stress or worry.
Now you are completely bathed in a continuous waterfall of light
? enjoy its freshness and the gentle calm it brings ? in a moment
you are going to leave the waterfall of light and you will find
yourself back in the hall, feeling relaxed, calm and refreshed ?
when you are ready, open your eyes.
In the following, consider the purpose behind each of the four parts of
the reflection:
This morning in a moment of silence let us sit very still, close
our eyes and feel relaxed.
On the screen of your mind, see yourself in your classroom,
working hard at an activity, co-operating with others. Feel good about
this work.
Now think about our month?s value - the value of trust - and
think about someone you really trust. How do we become trustworthy, so
others will trust us? What qualities do we need to develop? Patience,
tact, friendliness, co-operation, honesty, may be some of the qualities.
Choose one to think about during the day....Now open your eyes
again.
In a, this form of words, which is often used, invites
pupils to adopt a particular physical and mental attitude that sets the
scene for the reflection. Pupils come to understand the expression on
the screen of your mind in b and with practice learn to
use their creative imagination. Positive feelings are invited about
working with others in the classroom. In c the month?s
value word of trust is used. (The school has a cycle of monthly values
that are fostered in the pupils.) Thinking about someone the pupil trusts
helps to develop a deeper understanding of the concept before returning to
think about self-development. Finally in d pupils are
invited to take the thinking developed during the reflection into the rest
of the day. This helps in the development of the value by making it a
recurring theme to think about.
6. Key Elements that Contribute to a Successful Assembly:
Planning
The importance of planning cannot be underestimated. Last minute
thinking does not create meaningful assemblies. Assemblies can be based on
a yearly plan that incorporates monthly values and weekly themes. This
plan is the subject of staff discussion and amendment because it is
important that all staff feel comfortable with the proposed themes. This
process gives a sense of ownership of both the process and content of the
assemblies. This is vital as it stops assemblies from being seen as
elements of the curriculum for which headteachers are solely responsible.
The following is an example of a yearly plan of themes and values:
Planning For Assemblies
Themes for Acts of Worship and Associated Values
1998-1999
DATE - WEEK BEGINNING
VALUE
THEME
6th September
QUALITY
Values
13th September
Religious Ceremonies
20th September
Prayer/Reflection
27th September
UNITY
Famous People
4th October
Health Week (Care for Yourself)
11th October
Aspects of Hinduism
18th October
Harvest
1st November
PEACE
Remembrance Discussion about conflict - prayer for peace
8th November
Jesus
15th November
Feelings/thoughts
22nd November
Worship
29th November
HAPPINESS
Individual differences
6th December
Positive attitudes/character/personality
13th December
Christmas
DATE WEEK BEGINNING
VALUE
THEME
11th January
HOPE
The Bible
18th January
Beauty and Wonder
25th January
PATIENCE
Places of Worship, church, temple and other sacred, special or
personal places
7th February
Love - different sorts for different things
14th February
Spring - New beginnings
28th February
CARE
Dying (Loss)
6th March
Mothers - her role. Rest of the family Mother?s Day
13th March
Excellence: Examples from religious stories
20th March
Easter
27th May
Community Humility
3rd April
Wesak Celebrating birth, death and enlightening of Buddha
10th April
Birth of a child, growth, babies, new member of family, baptism
1st May
SIMPLICITY
Learning about drugs
8th May
Friends of Jesus Relationships
15th May
Environment - care
22nd May
UNDERSTANDING
Disability, blindness or deafness
DATE - WEEK BEGINNING
VALUE
THEME
5th June
TRUST
What are religious artefacts?
12th June
Co-operations, kindness, doing your best, enjoyment
19th June
People in need Charity
26th June
Care of animals
3rd July
FREEDOM
Journeys
10th July
Giving thanks
On 26 June the assembly theme was Care of Animals. The planning for the
assembly can be seen illustrated in the following mind-map.
GOOD PRACTICE PRIMARY SCHOOL
ASSEMBLY RECORD SHEET
VALUE: Trust
DATE: 26.6.99.
THEME: Care of Animals
LEARNING
INTENTIONS: All things in nature: plants/animals are inter-connected
and have their place in God's world. Human beings must take
responsibility for looking after the world and everything in it.
WORSHIP
OUTLINE:
REFLECTION: Let us sit quite still and closing our eyes let us pray:
Dear God, thank you for our natural world with
all its many animals. We give thanks today for our pets. May we be
ever mindful of our responsibility towards our pets showing them
care, consideration and kindness so that they can always trust us.
Amen.
GROUP OF PUPILS: All
TEACHER: John
Planning Notes for the Initial Reflection
Welcome all: visitors from USA, other visitors,
staff and pupils
hope everyone had a good weekend despite the
changeable weather
hope this week is both happy and one in which we
can say to ourselves that we have understood and put into practice our
values this month of TRUST.
Reflection: Beginning our week being determined to do our best is
very important so may I invite everyone in the hall to:
sit very still, with straight backs, hands in our laps and gently
close our eyes
now be aware of your breathing and for a few moments with each in
breath feel calm and with each out breath let go of any thought which
may be troubling you?..
now on the screen of your mind see your favourite pet ?. see its
colour, size, characteristics ?. see it being cared for ?. be
aware of your feelings when you look at this pet ?. feelings of
happiness and love ??with these thoughts in your mind open your
eyes and bring your attention to me.
Yes, animals - caring for them - what pets have we got?
Hands up - dogs, cats, etc. c/f Mr. Brown's cat that had been taken to
the vet. Mr. and Mrs. Brown love their cat.
For secondary school colleagues I have included the following mind-map
as an example of an assembly on the theme of using personal power.
GOOD PRACTICE SECONDARY SCHOOL
ASSEMBLY RECORD SHEET
VALUE: Support of others
THEME: How do we use
the power we have to help others? ?a reflection on Toy
Story (1)
LEARNING INTENTIONS:We have a relationship
with our friends and can influence them negatively and positively.
We have a responsibility to reflect on the consequences of our
actions and words, and decide how we will help others to grow.
Assembly outline
REFLECTION AND DEDICATION:(using the candle flame as a
focus)
In our school life we will face many pressures from
friends - and have choices to make. Let?s make the decision to
help our friends to grow in their skills and strengths, and not hold
them back. The light of the candle is dedicated to all in our school
who have good friends, and all who at the moment feel they need a
good friend.
GROUP OF PUPILS:Year 7-9 (also years 10-13, but message
adapted)
RESOURCES: OHP/OHTs, Video of Toy Story and video
machine, candle and matches, music
MEMBER OF STAFF/VISITOR: Alison
7. Creating an Assembly of Excellence
Outstanding assemblies occur when a positive connection is
established between the leader of the assembly and those taking part. This
includes both pupils and staff! The content of the assembly must be both
relevant and appropriate to the age and stage of the pupils. The leader
should consciously work to enable all to be focused and in a frame of mind
that is conducive to a spiritual awareness. Spirituality is here defined
as, that which is concerned with the inner personal world of thoughts,
feelings and emotions. Spiritual awareness is achieved through a process
of establishing rapport with each person attending the assembly. How this
is done is both subtle, complex and requires good quality teaching skills.
Some of the crucial elements that are needed for a successful assembly are
noted below.
Before the beginning of an assembly, the person leading it arrives
early to ensure that the room is properly prepared. Preparation includes
ensuring that appropriate music will be played. That is, music that will
assist the process of helping everyone to be reflective. The school hall,
in terms of cleanliness, display, heating, ventilation and tidiness
creates an atmosphere that is conducive for ensuring a successful
assembly. Coloured spot lighting, if available can be used to help create
a special warm atmosphere. The leader of the assembly sits down and models
the behaviour expected of everyone coming to the assembly. A relaxed,
friendly yet serious attitude is adopted. This is not a time for
exaggerated smiles or gestures. These can act as a signal that social
interaction is expected and therefore should only be used when
interactions between people are expected. Pupils are taught that
assemblies are about developing inner thoughts and so they become used,
and indeed, look forward to a quiet reflective atmosphere. It is often a
mistake to look on assembly as a time to entertain the pupils. Teachers
sometimes fall into the trap of trying to entertain pupils in order to
hold their attention. Poor behaviour and inappropriate responses can often
follow!
The leader models stillness as the pupils enter the hall. Staff model
the expected behaviour too, as do pupils. Members of staff avoid
interacting with each other or acting to police the behaviour of the
pupils. Such action is inappropriate as it creates a negative perception
about what assembly is about. A key strategy that the leader of the
assembly uses is eye contact. He or she tries to have eye contact with as
many pupils and staff as possible during these first few minutes. This
connection is so very important as it demonstrates that each person is
valued and held in respect. (However, it should be noted that in some
cultures direct eye contact between adults and pupils is considered
disrespectful. Sensitivity is necessary in employing this technique. For
instance, by explaining to the pupils what eye contact is for and why it
is used.) This moment of eye contact is very powerful and demonstrates
that connections can be established between people without the need for
exaggerated gesture. It is also a highly effective way of establishing
discipline, as each pupil is aware that they are being actively observed.
The leader maintains control in subtle ways, such as through
self-confidence. A held look to a pupil who is not focused is usually all
that is needed to check inappropriate behaviour. The pupils are reminded
in this way that assembly is a time for reflective thought.
It is vital that an assembly has an enriching quality. This can be
accomplished by associating the theme of the assembly with the experience
of the pupils. This makes the experience relevant and real to them.
Telling an inspiring story, such as the one by Oscar Wilde about The
Selfish Giant, enables pupils to make connections with their own
attitudes and behaviour. Also, relating your own personal experience to
the theme of the assembly and drawing in other members of staff to comment
can be enriching. Relating exciting experiences, such as being taken on
the back of a modern motorbike dressed in appropriate kit, grabs the full
attention of everyone. Describing the journey with all its thoughts,
feelings and emotions uses a personal story to illustrate a theme that
relates to real experiences. Such communication techniques help to connect
the subject matter with the pupils? own lives. Such connections are needed if they are to grasp the relevance to them of the values and
principles discussed during assembly. We need them to say, ?Yes, I?ll
try that, I?ll change to-day!? Thus guidance and encouragement are
prerequisites for enabling pupils to have that inner debate that modifies
behaviour through self-regulation and self-discipline.
The leader of the assembly may also usefully reinforce the concept of
the school as a community by telling groups that they have done well.
Referring to positive examples of good behaviour or work creates a culture
of success and high pupil self-esteem.
By involving the pupils, by changing the tone of voice or one?s
physical position pupil interest is maintained. For staff too the assembly
is important, as they appreciate assemblies that are spiritually
nourishing. The prayer or reflection, at the end of assembly, should
encapsulate the learning objective of the assembly. Time is well spent
working out appropriate wording. It need not be long! For instance: Help
us to make our love unconditional and give it to others often. (The
story would have explained the meaning of unconditional.) When the
spiritual content of the assembly is present and relevant then the adults
are affected positively too.
The benefits of an assembly of excellence to both individuals
and the school in general are enormous. Effects can include:
heightened awareness of the needs of others;
greater sensitivity to the feelings of others;
raised self-esteem;
good behaviour based on self-discipline;
potential to heighten consciousness;
development of spiritual intelligence;
generating an ethos that is calm, happy and purposeful;
raising achievement and standards;
contributing to developing personal autonomy and contentment.
Such positive effects speak powerfully for the future development of
assemblies. I do hope that the thoughts contained in this article will act
as inspiration for others to explore the full educational potential of the
assembly.
