Kingsmead Primary School
Policy for Religious Education
& Assemblies
“Every child must be free to say what they think and to
seek and receive all kinds of information, as long as they
are lawful”
Article 13 of UN convention of the Rights of the Child


“There are things known, and things unknown: in
between are the doors”
William Blake
Additional References
Policies:
Documents:
Curriculum
Humanities
Behaviour & Discipline
SACRE agreed syllabus
Cheshire Scheme of Work for RE
QCA scheme of work for Religious Education
Mission Statement for the School
Bullying leaflet
Kingsmead Primary School – Policy for Religious Education & Assemblies
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At Kingsmead we aim that through Religious Education, Collective Worship and Assemblies children can:

Understand that there is a common morality to most belief or ethical systems (religious and
secular) which emphasise taking personal responsibility, caring for oneself, other people and
the natural world;

Learn about different religions and beliefs, developing their interest in the common beliefs
from their own heritage and those from other cultures;

Understand the impact of Christianity on European culture and belief;

Understand the impact of secular thinking (sometimes called Humanism) on European culture
and belief;

Develop their knowledge and understanding of a range of religious beliefs and practices and so
respect the diversity within their own country and the wider world;

Learn that there are many common themes uniting religions and moral codes without a god,
consider the unity within the major world faiths, for example care for the poor and respect for
human rights;

Understand that alongside religious beliefs are secular moral codes - Humanism;

Develop their own spiritual intelligence and awareness of the metaphysical in culture and
personal experience;

Be respectful of religious beliefs, secular beliefs and ethics, and show respect to members of
faiths or belief systems other than their own;

Enjoy celebrating and developing their understanding of celebrations from European Christian
culture and the wider world;

Through all the above, understand that despite practising different religious, moral and ethical
codes, there is more that unites humanity than divides us.
Equal Opportunities
We consider inclusion of all children in assemblies and RE lessons as important and work hard to
enable all to participate. As assemblies are an important part of the moral life of the school we
believe everyone needs to participate. In order to support the inclusion of families from all faiths
and none, lyrics of songs and ‘prayers’ are considered carefully.
Parents do have the right to withdraw their children from assemblies and should they wish to do so
must discuss this first with the headteacher. We do not provide any alternative curriculum for
families opting out of a curriculum that Governors have judged appropriate for everyone living in
the UK. We expect that the families of children withdrawing their children from assembly to provide
books or activities for their child that support their moral development and learning. Children
missing assemblies may be supervised by their own parent, parent volunteers or office staff if
members of the teaching staff are unavailable. On occasions children are present for part,
withdrawing for a particular element of worship. For example some Jehovah’s Witness families are
happy for certain hymns in the Big Sing but not Christmas Carols.
While the inclusion of all is a priority we cannot select the content of assemblies to fit with the
personal taste or belief of every individual or religion. Families and faiths have very different
standards. For example to keep their children safe, some families believe their child needs the
independence to walk to and from school unaccompanied and so take responsibility for their own
safety. Others choose that their child is best kept safe by bring brought and collected from school
right through the primary years and not allowed out to play without adult supervision. This is a
matter for individual parents who know their children best. Staff consider the content of assemblies
and judge it appropriate and Governors monitor assemblies through this policy and the Staffing and
Curriculum Committee. The school will not disregard what is judged suitable content because some
Kingsmead Primary School – Policy for Religious Education & Assemblies
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children won’t know about it nor include something we do not judge appropriate because some
children do know about it. In this way assemblies should be relevant, interesting and challenging.
Religious Education

For Religious Education we follow the Locally Agreed Syllabus, children study units on major
world faiths with an emphasis on Christianity.

In addition to the agreed syllabus, we have included this in our teaching in addition to the legal
requirement.

There is no element of worship or the promotion of particular beliefs in RE lessons.

Although RE containing no element of worship, children will learn about the manner in which people
of different faiths do worship.

RE lessons do not promote any religion, faith or secular belief over any other.

RE lessons do not contain acts of worship although will teach how people of different faiths do
worship.

Assemblies on national and international events such as Holocaust Memorial Day, Black History
Month, Martin Luther King Day and Remembrance Day can link to learning in RE.

TOPICS – Some additional learning is planned within topics where other subjects, for example
Literacy, Geography, Dance and PHSE, can enhance and enrich learning in Religious Education. For
example a topic on India may include Hinduism. Visual Art, Music and Dance can support learning in
RE very effectively showing how art reflects culture and beliefs.

The school has Topic boxes for each religion studied at Kingsmead. Boxes contain artefacts, pictures
and texts to enhance and enrich learning about different religions.

In handling religious objects teachers are respectful of different cultures, for example the Koran is not
placed upon the floor.

STORY – the great stories from the World’s faiths and modern fiction about people of different faiths
are good stimuli for discussion and learning. Stories of non-religious people motivated by morality
are also enlightening for children, eg Marie Curie, David Attenborough, Marie Stopes.

ENRICHMENT – Visits to places of worship, visiting representatives of different faiths will all enrich
and enhance the learning about the religion and respect for it.

Parents and carers do have the right to withdraw their child from RE. However due to careful
planning to avoid any element of worship and the promotion of one religion over another or none we
expect that all children will be included for most lessons. Parents wishing to remove their child from
Religious Education must discuss the content of lessons with the headteacher.
Assemblies and Collective Worship
We aim that through Assemblies and Collective Worship children can:

Celebrate their achievements and those of others, respecting the contribution of all;

Understand and so support the school’s mission, caring for ourselves, other people and our
environment;

Understand that a moral and ethical underpinning to one’s personal, family and school life is
a significant part of being human and making a positive contribution to your community;

Learn about cultural and religious festivities around the world, developing their global
understanding;

Learn about events from the wider world and connecting these to school life so that learning
is at the heart of the children’s world (significant events in local, national and world news).
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Assemblies are an important part of the day for:

Establishing a positive tone for learning, sharing and developing the ethos of the school and
communicating whole school business to pupils;

Developing positive citizenship at Kingsmead;

Articulating a strong moral dimension of school life;

Bringing a spiritual dimension to the life of the school;

Providing opportunities for reflection around common themes throughout the school;

Supporting children’s participation in the cultural in the UK and wider world such as Olympic
Games, Fairtrade fortnight and world book day;

Children sharing and learning about the achievements of older and younger children in the
school;

Helping us work together to develop a school ethos, which both supports and includes all
members of our school community;

Sharing the work of individual pupils, adults and classes in school with the children;

Developing children’s awareness of British culture, through events and celebrations;

Fostering tolerance, understanding and interest in the diverse beliefs and cultures around
the world. This is achieved both by learning about and celebrating what is common to all
humanity within the different moral codes as well as the differences between different
religions, beliefs and cultures;

Enabling children to participate in events throughout the UK, Europe and the wider world.
For example Remembrance Day, World Book Day, Holocaust Memorial Day, as well as major
festivals such as Christmas, Easter, Eid, Divali Chinese New Year and Hannuka;

Hearing outside speakers, EG those from faith communities, charity workers and the views
and beliefs of the wider UK community.

Supporting us in achieving our aims for the school and articulating these within the school
community.
Guidelines
•
There are whole school assemblies twice a week.
•
Assemblies follow a pattern over a week. On Monday the head or deputy lead assembly to introduce
the week and establish a positive learning climate. On Wednesday the Cantata Grande (Big Sing)
includes traditional hymns and songs from religious and seasonal festivals and through these cultural
and religious meaning is explored. A Thursday Reflection Assembly gives each class teacher an
opportunity to reflect upon and deal with issues pertinent to their own class that week.
Monday
Tuesday
Wednesday
Thursday
Friday
Welcome to the
Week
Key Stage
assembly
Cantata Grande
Class Reflection
Celebration
9am in hall
Y1-2
Y1-6
Y3-6
10.15 in hall
Y2-6
10.30 in hall
teacher can
Y1-6 (Reception
choose the time in after February half
class
term)

Moral issues are explored and discussed through stories, poems, song and other activities.

To support the inclusion of all, staff and visitors leading the assembly use terms such as
“Christians believe . . .” or “In Islam it is believed . . .” In this way we do not promote one
set of beliefs as of higher value than another.

Themes may be explored through a sequence of assemblies.
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
Assemblies should have a spiritual dimension and certainly opportunities for children to
experience awe and wonder. This can be achieved through a significant event, music, song,
prayer or a period of focussed reflection.

In leading quiet reflection staff may choose a Christian prayer or thought for the day in line
with their own conscience.

In leading a prayer children can be invited to pray to God if they have one, the aim is for the
inclusion of all children, no one is instructed to pray.

On some occasions a significant event, within the school, wider community or the world
requires an assembly in response. This helps children respond appropriately.

Leaders of assemblies, adult and pupils, need to show awareness of their audience.
Assemblies should be appropriate to the age of the children and pertinent.

We expect everyone in assembly to show good listening and be willing and able to respond
in an appropriate way. Therefore the age and attention span of the audience should be
considered when planning an assembly in order to support everyone in showing good
listening and interest.

Staff should attend whole school assemblies on Monday and Friday when possible. Supply
teachers on their first day may use assembly time for preparation.

Outside speakers are asked to respect our status as a Community Primary School for
everyone. When telling religious stories or articulating their beliefs they will be respectful of
other faiths and none, using language along the lines of “Christians believe . . .” “In
Hinduism . . . “ “Muslims think . . . “

Outside speakers from faith communities or charities must meet with a senior leader before
their assembly to go through the content and ensure it is age appropriate.

People leading assemblies must not promote any one belief as better than any other.
However it is important for children to hear why a faith is significant to people’s lives and
happiness. School staff and visitors to school may share their beliefs and values and why
they are important to them. Adults must be alert to the subtleness of language when
talking about personal religious belief. EG: “Mr Jones believes . . . . “ (OK) and “Mr Jones
says . . . “ (not OK).

Sensitivity will be shown, for example in leading a prayer children are invited to say the
prayer to their god or to think about the words if they have no god.

There will be a balance between different faiths over the year with different faiths being
covered in Assembly when they are being taught in the Religious Education curriculum.
Teaching Sensitive or Controversial Issues
An important and sensitive part of assemblies, collective worship and RE learning can be sensitive
and controversial. Governors are keen that at Kingsmead we do not shy away from issues that may
be upsetting. Ignoring them does not make them less upsetting but does make them bewildering.
News of a death in the school community, natural disasters, famine and war can be upsetting for
children and need to be handled in a considered manner. Nevertheless assemblies in particular
have a very important role to play to support in children developing some understanding of complex
issues at their level.
Research shows that upsetting and controversial subjects are best taught by children feeling that
they can make a small positive contribution. Therefore in our learning about climate change we
emphasise the small actions that children can take as citizens. Likewise when learning about events
such as the Tsunami or Earthquake in Pakistan, these were linked to fund raising events enabling
children to make a small positive contribution to their world. Assemblies dealing with racism or
bullying for example will encourage children to think about their own rights and responsibilities.
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Sensitive Issues in the School Community
Assemblies play a pivotal role in the managing of critical incidents in the school community.
In the News
Moral themes should include significant events in the news. These are important to children and
can cause worry. Knowing what’s happening in the world is equally an important part of them
learning to become a global citizen and take an interest in the world beyond their immediate
community.
Death and Bereavement
If a member of the school community dies (staff, child, parent or relative) it is important that the
response is quick and sensitive. It is also important that children in a community have the
opportunity to learn how death is marked though rituals and observances in our culture.

There will be a balance. A whole school assembly is called that morning to tell all the
children, many of whom will know already. This enables us to acknowledge those feelings
and to communicate to children who may not be aware why people are upset.

Appropriate responses are discussed. If a child is absent, this will include how they are
greeted back into school (shown care, respect and love).

A short story may be used (for example Frog and the Birdsong)

Children go back into class and have a short circle time, giving them an opportunity to share
their thoughts and feelings.

It is important then that the children get back to normal lessons promptly.

Trained staff are available throughout the day to support and council children

The family are consulted as appropriate for any further wishes they have regarding our
marking the death.
Safeguarding and Protecting Children
Assemblies and PHSE lessons can be used to explore sensitive issues such as domestic violence, esafety, stranger danger, bullying and racism. This enables all children to receive consistent and
appropriate information about keeping themselves safe, their rights and responsibilities.
As staff are not aware of many incidents in and out of school children need to hear appropriate
messages around when it is not OK to keep a secret, when you may need to tell a tale or ask for
help.
Resources
for Assemblies All resources are stored in the staff room and include:-
STAFF/Assemblies – The server has a file of assemblies on a range of themes
The Green Umbrella – Environmental Assemblies
Assemblies for Primary Schools (3 books: Autumn, Spring, Summer) by Margaret Cooling. With
follow up work for the classroom, Christian values
All Year Round – A file of Assemblies (multi-faith festivals, UK and International events)
Travelling Together – Jill Fuller – themes for collective worship throughout the year
Creating a Confident School – Resources for learning to learn in assembly and class
The Learning Game – Resources for learning to learn in the classroom
Bereavement Pack – headteacher’s office
Version
Date Created
Owner
1.0
1.1
March 2012
March 2014
C Stewart
C Stewart
Kingsmead Primary School – Policy for Religious Education & Assemblies
Date Approved by
Governors
April 2012
May 2014
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Signed:
Chair of Governors
Signed:
Headteacher
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