St Thomas of Canterbury Catholic Primary School Collective Worship

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1 Introduction St Thomas of Canterbury Catholic Primary School Collective Worship This policy outlines the aims and principles of Collective Worship at St Thomas of Canterbury Catholic Primary School. The ethos of the school, encompassing all that we stand for, is reflected in and expressed through Collective Worship; it derives from the Christian tradition and seeks to activate our beliefs and values. As a Catholic school, following Jesus example in all ways, we seek to praise Him in many different ways in prayer, hymns, assemblies, liturgies and masses. Just as the teachings of Christ inform all our actions and the way we treat one another, we try to fulfill our ideals through the living out of our Mission Statement. Jesus is at the heart of everything we think, do and say. We uphold the special distinctiveness of a Catholic school community, and work together, with the teachers, Parish Priests, parents and children to ensure that our school is a caring, spiritual place of learning, committed to fostering the holy Catholic Faith and values. This policy was developed through a process of meetings with SLT, staff and the school governors. 1 Aims and expectations The following principles guide our approach to Collective Worship at St. Thomas of Canterbury Catholic School: Collective Worship should have a sense of occasion. Collective Worship should provide experiences within which pupils spiritual development may flourish. Collective Worship should be a means of expressing the ethos and values of the school. Collective Worship should be educational and should contribute to the Religious Education of all pupils. Collective Worship should be shaped to the needs of the school. We should provide a varied pattern of worship to broaden pupils experience of its different forms. Collective Worship should recognise that the school operates in a multifaith world and, as such, celebrates and acknowledges the faith lives of others. 2 Rationale Collective Worship: gives children the opportunity to enter into experiences which lie at the heart of religion

2 fosters a reverential attitude to God encourages pupils to consider fundamental questions about the purpose of being and about moral and ethical stances provides an opportunity to participate in religious worship allows us to learn and celebrate values we hold to be important brings children together, enabling them to experience the security of belonging to a community with a shared identity is the source of much interesting and thought provoking knowledge offers pleasurable expression through literature, art, music and drama makes an important contribution to spiritual, moral, social and cultural development 3 Definition collective worship is any organised period of time which is dedicated to praising God. It can be with any number of people the whole school, key stages, classes or small groups collective worship takes the form of whole school and key stage assemblies, liturgies, class celebrations, masses and class prayer times collective worship, within our Catholic tradition, plays a central part in the life of our school collective worship is in accordance with the Trust Deed of the school. This requires worship to be consistent with the principles and practice of the Roman Catholic Church and will therefore be Christian in character the 1988 Education Reform Act states that Collective Worship should be part of a broad and balanced curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and society all maintained schools including church schools must provide a daily act of Collective Worship for all registered pupils 4 Organisation of collective worship 4.1 Worship is integral to the religious and spiritual development of our pupils. All classrooms have a prayer table with artefacts, prayer books and bibles. To strengthen the children s knowledge and understanding of the church s liturgical year, liturgical colours are integrated in all classroom and communal displays, as is the Mission Statement.

3 4.2 The children are involved in preparing and leading Collective Worship in the form of masses, liturgies, class assemblies and child led class worship, using the Toolkit for the Act of Worship. Resources for a Child Led Act of Collective are stored in specially designed boxes which are kept in each class. Class assemblies are less formal to suit the needs of the children and may include role play, dance and readings. Class assemblies are planned on a rota basis and parents are invited to attend. KS1 and KS2 pupils take turns to lead masses or liturgies at St. Thomas s church and in the school hall, developing their sense of belonging to the community. Whole school assemblies are held twice weekly. On days when there is no other act of worship, a Child Led Act of Collective Worship takes place within the classroom. 4.3 Atmosphere is all important in creating the right foundation for collective worship. Quiet, orderly behaviour and respectful attitudes on entering, leaving and throughout the assembly are expected. Good examples are given by staff to pupils, and staff enhance the atmosphere by their presence and participation. A prayer table covered with a liturgical cloth, a bible and candle help to set the scene. Other items for example flowers/rosary beads/a religious artefact - may be added to suit the theme. 4.4 Appropriate music is played at the beginning and end of an assembly to ensure a quiet and reflective atmosphere reflecting the occasion. 4.5 Stories and talks are carefully chosen to fulfill the objectives of collective worship. Stories of a religious or secular nature may be used whilst personal anecdotes from pupils, teachers and visitors can also be effective. Particular emphasis is laid upon helping children to understand themselves better, to develop empathy and to understand moral issues. Assemblies ought to be interactive and good questioning during assemblies ensures that children are involved. Children may be asked to act out some of the stories. 4.6 Stories from Scripture are the most common stories told in assemblies. They may be selected from the Old and New Testament to teach children about the life of Christ, the Early Church, and other important Biblical events and characters. They may also be linked to RE themes. When teaching other faiths, passages from other sacred books and writings of other world faiths may also be used. 4.7 A hymn is chosen which is relevant to the theme of the assembly. Hymns may be traditional or modern. Some are learnt by heart, and actions are incorporated, whilst others are displayed on the Interactive White Board. Hymns and songs create the opportunity for children to express thoughts and feelings that are difficult to put into words. They provide a real source of pleasure for the children and are a joyful way of praising God. 4.8 Prayer and reflection are the most personal part of an Act of Worship. The most common prayers, such as the Lord s Prayer, are learnt by heart and are often selected to be said in assemblies. Sometimes a prayer is written by the teacher giving the assembly, which is relevant to the theme. Children s

4 prayers and impromptu prayers may also be used. Participation in prayer can never be imposed, but we stress the need for stillness, reflection and respect for others. 4.9 Opportunities for silent prayer are also effective and important. A candle can be lit providing a focus for children s thoughts. Reflection and thinking time are given some direction by the teacher leading the prayer in order to concentrate pupils response Collective worship is also an opportunity to celebrate pupils endeavours and achievements and certificates may be given out in whole school assemblies for behaviour and academic or sporting successes. Opportunities to share our good news including sporting events and out-of school activities, are given and celebrated. Children are encouraged to bring in awards, medals and pieces of good news to show and share Presentation sets the tone within the Act of Worship. In keeping with the reverent atmosphere, use is also made of visual aids, artefacts, drama, demonstration, pictures and story videos on the Interactive White Board. 5 Content of collective worship 5.1 Themes for masses and liturgies are decided upon by the RE Leader, Head teacher and the Parish Priest. Masses and liturgies are led by individual classes. The Parish Priest and RE Leader help and guide class teachers in the planning and organising of masses and liturgies. (see appendix 1 for Liturgy notes on advice on writing prayers and reflections). 5.2 Themes for whole school assemblies are decided upon by the Head teacher and the Deputy Head Teacher. They often follow the liturgical pattern, feasts and festivals of the Church s calendar. Suggestions and requests from staff and the Parish Priest are welcomed and valued. 5.3 Religious themes or stories for key stage assemblies are selected by the Class Teacher leading it. They are often linked to the RE topic, or a religious story which can be linked to a more secular topic for example, they may perform Noah s Ark as part of an assembly about the topic of animals. The class assemblies are an opportunity to share the work done by the class in all subjects of the curriculum. They must include a prayer and a hymn. Children are involved in the planning and preparation of these acts of worship. Parents are invited to join in collective worship during key stage assemblies. Themes for assemblies may: have a specific religious base such as the early Christian Church, miracles of Jesus, or the story of Christmas be common to all religions, such as creation be concerned with common values held by religious and non-religious people alike such as sharing and respect

5 Be linked to the RE and/or National Curriculum. For example the apt choice of story can link collective worship with current topic work, eg. Caring Florence Nightingale The Victorians. Assemblies can be followed up in the classroom by further discussion and emphasis throughout the day. There is often an overlap between collective worship and Personal, Social and Emotional Education. NB. Collective Worship programmes cannot be entirely pre-planned. There will always be the spontaneous moment or occasion when it is important to focus on something else. 5.4 Each class prays together daily. Prayers are said in the morning, before lunch and at the end of the day. Children are asked to memorise familiar prayers. They are also encouraged to share prayers they have written themselves. Each class has a central prayer table where work from the current topic is displayed. On days when there is no other act of worship, children plan and lead a Child Led Act of Collective, following the Toolkit for the Act of Worship model - Gather, Word, Response to the Word and Mission : Preparation for the act of worship is essential taking into account: when, where, who, what? Resources and focus. Children s planning sheets are kept in a folder in the class. Gather: How will we begin? How will I create an atmosphere of prayer? Word: What will be the scripture focus and decide how to present it. Response: What will we do in response to listening to God s Word e.g. prayer and symbolic action. Mission: What will I do to help the pupils take the message away with them? 6 Multiculturalism and other faiths 6.3 Two weeks a year are dedicated to teaching the children about other faiths. Children will learn about Judaism in the Autumn term, and another faith from Islam, Hindusim or Sikhism, in the Summer term. This second faith changes each year, so that all the major faiths are covered. 6.4 Collective Worship during these two weeks will centre on teaching the children about other faiths. 6.5 A variety of multicultural material, including books and resources about other faiths, is available for use throughout the year. Trips to places of worship, such as Mosques, Synagogues and Temples are organised for the children. 7 The role of the subject leader is: to be responsible for Collective Worship within the school to set a good example of leading collective worship in their own practice

6 to provide support and help for colleagues in leading child led collective worship to organise and order resources for collective worship and spend within the allocated budget to identify concerns and needs within the school in collective worship regularly monitor prayer tables. to review the collective worship policy regularly to liaise with the Parish Priest to set out a Liturgical plan for the year, detailing all acts of Collective Worship for that year including Masses and liturgies 8 Resources 8.1 Staff, pupils, visiting speakers Prayer table cloths (in the range of Liturgical colours white, gold, green, purple). Large candle. Statues and crosses/crucifix. Selection of Religious artefacts from Catholic faith and other faiths. Selection of children s bibles. Selection of stories with moral themes and values. Access to Religious stories and prayers on relevant Religious Internet sites. Selection of music CDs by wide variety of composers modern, classical, folk, multi-faith. Interactive White Board and laptop. CD player/ musical instruments. 8.2 Resources are stored within each classroom. Resources include religious objects which can be used for altars, displays and teaching aids, objects from other faiths. There are also a variety of bibles, story books based on scripture and prayer books in each classroom. 8.3 Each class uses God s Story 1,2 or 3, and Church s Story 1,2 or 3. In addition, junior classes share class sets of bibles. Infant classes have one or two bibles to share with the children. All classrooms have crosses displayed in the prayer table area. 9 Health and Safety All teachers are aware of the responsibility they have regarding health and safety both inside and outside the classroom. Teachers need to take into account both the children s and their own health and safety when involved in Collective Worship. 10 Equal Opportunities

7 We are committed to the equality of opportunity for all in all aspects of school life. As such Collective Worship is organised within the guidelines of the school s equal opportunities policy. We ensure that all our children have the opportunity to take part in Collective Worship regardless of faith, gender, race, class, physical or intellectual ability. All pupils have equal opportunity to take part in Collective Worship and to benefit from the experience. It is expected that all children attending our school will take part in Collective Worship, irrespective of other faiths and creeds. Any special requests to be withdrawn from Collective Worship need to be referred to the Headteacher. (For further information see the Equal Opportunities Policy and Race Equality Policy). 11 Monitoring of collective worship 11.1 Monitoring of Collective Worship is carried out jointly by the RE Leader, Headteacher, Deputy or members of the SLT. They may: observe key stage assemblies and check that practice is in line with guidelines set out in this policy and the assembly crib sheet monitor child planned/led acts of worship in the classroom observe whole school assemblies and check that practice matches planned aims observe children s attentiveness and levels of interest discuss assemblies with children to gain pupil feedback listen to comments from parents, visitors and governors and priests consider the extent of the influence of the assembly upon pupils attitudes and behaviour throughout the school day 11.2 Staff meetings may be used for discussion and the update of information as and when necessary. 12 Review of collective worship policy 12.1 The Governing Body reviews this policy every year. The Governors may, however, review the policy earlier than this if the government introduces new regulations or the Governing Body receives recommendations on how the policy might be improved.

8 Subject Leader: Miss Deirdre O Donnell Headteacher: Mrs Jo Flower Governor: Date: October 2014 Review date: October 2015 APPENDIX 1 LITURGY NOTES PENITENTIAL RITE Third form There are usually 3 parts, each of which is addressed to Jesus, praising him for who he is or something he does/has done/ will do. The first ends Lord have mercy...all: Lord have mercy The second ends Christ have mercy...christ have mercy The third ends Lord have mercy...lord have mercy EXAMPLE 1. Lord Jesus, you reveal to us the love of God. Lord have mercy 2. Lord Jesus, you forgive us our sins. Christ have mercy. 3. Lord Jesus, you call us to be your friends. Lord have mercy BIDDING PRAYERS (PRAYERS OF THE FAITHFUL) These are invitations to the congregation to pray about something or to pray for someone or a particular place. The idea is that we are the ones who do the praying. These prayers should never be addressed to God the Father or to Jesus. The priest s introduction sets the context for our prayers, namely that they are to be offered to God the Father and the priest s conclusion re-emphasises this as the priest asks God the Father to hear the intercessions we have prayed for. The prayers could begin with Let us pray for or We pray for They should be fairly short and to the point. What is essential at the end of the invitation to prayer is the silence which allows us to do the praying or interceding. Then the conclusion Lord in your mercy...hear our prayer or Lord hear us...lord graciously hear us follows which then presents to God the Father our prayer. If the Hail Mary is prayed, it is very important that the invitation is worded correctly: Let us ask for the prayers of Our Lady: Hail Mary or Let us ask Mary our Mother to pray with us and for us: Hail Mary.. REFLECTIONS

9 If reflections are used as a part of the homily, it is important that they make sense to the congregation listening, who might not be aware of all the discussion and preparation which went into them. It is also helpful if there is a variety of sentiment expressed. APPENDIX B See Assembly Crib sheet

10 Daily Prayers Sign of the Cross In the name of the Father, and of the Son, and of the Holy Spirit. Amen Our Father Our Father, who art in heaven Hallowed be thy name: Thy kingdom come; thy will be done on earth As it is in heaven. Give us this day our daily bread; And forgive us our trespasses, As we forgive those who trespass against us; And lead us not into temptation, but deliver us from evil. Amen Hail Mary Hail Mary, full of Grace, the Lord is with thee Blessed art though amongst women, and blessed is the fruit of thy womb, Jesus. Holy Mary, Mother of God, pray for us sinners, now and at the hour of our death. Amen Morning Prayer (KS1 and KS2) Oh My God you love me, You re with me night and day, I want to love you always In all I do and say. I ll try to please you Father, Bless me through the day. Amen Morning Prayer (EYFS) Good morning Lord, we praise your holy name, and thank you for giving us this lovely new day. Amen Night Prayer (KS1 and KS2) God our Father, I come to say Thank you for your love today Thank you for my family And all the friends you give to me. Guard me in the dark of night And in the morning send your light. Amen Night Prayer (EYFS) Now the day is over, we lift our hands and Say; Thank you heavenly Father for today, We re sorry for the wrong things but glad About the right. Keep us heavenly Father in your love tonight. Amen Act of Sorrow Oh my God, I thank you for loving me. I am sorry for all my sins, For not loving others and not loving you. Help me to live like Jesus and not sin again. Amen Grace before Meals Bless us oh God as we sit together Bless the food we eat today Bless the hands that made the food Bless us ohgod. Amen 1