whole school is assembled, this seems a good time to give out notices
and to remind the children about behaviour.
This can detract from the main reason for assembling however.
At least once a week, a school assembly could be just collective
worship. Another way could be found of giving messages, although this
can be difficult to organise in a large school.
Your country's regulations about daily worship/assembly should be
school services/Masses for the beginning and end of year and for
to conclude an R. E. topic studied by the children. If every class is
working on a similar theme from a scheme, this is a good way for
children to share their thoughts and what they have learned. Only two
or three children from each class would be involved, but it is an
effective way of seeing progression in the children's understanding.
Achievement Assemblies to celebrate successes of individual pupils,
such as: examination success, acquisition of new skills, helping
others, bravery etc.
Birthday Assemblies for key stage 1, where younger children have a
chance to show some of their presents and cards and express wonder in
the whole process of growing up and becoming more independent.
House Assemblies. If your school has a House system, one assembly a
week, maybe on Friday, can be used to inform the children of the
progress of each House in the housepoint stakes. Children enjoy hearing
Assemblies. Once a week, maybe during the House assembly, a merit badge
can be presented to one child from each class. These can be awarded for
academic success, effort, good progress, social skills etc.
can lead whole school assemblies once a week. The
amount of teacher input and guidance required depends on the age of the
children involved. The teacher may have to write a script (or use one
of the many on this site) or just suggest an idea for the children to
interpret. Children can act out a story from a sacred book, or even one
of Aesop's fables or a fairy story for example. A message relevant to
the children could be emphasised, followed by an appropriate prayer,
short reading and hymn. This sort of assembly works well across
different age groups. The older children like to watch their younger
brothers and sisters and are usually very appreciative of and impressed
by the efforts of the younger children. With a weekly rota, most
classes would have the opportunity of producing an assembly once a term.
can hold small assemblies, in their own classroom, just for their own
class. Less teacher input is required here, as the children are in
front of their friends and do not feel so nervous. The assembly can
also be shorter, maybe a short story and a prayer, accompanied by some
background music and a candle. The class can be asked to say what they
think the message is. An advantage of this is that children feel more
at ease in their own classroom and can practise speaking in front of an
audience - a skill which some children lose as they get older. With a
once a week rota and two children doing each classroom assembly, the
whole class would have a turn within about one term.
As well as
whole school assemblies, separate key stage assemblies can be keld. (In
the UK, children are divided into 5 age groups, called key stages, with
2, 3, or 4 years in each key stage.)
The advantage of this, both with primary and secondary age children, is
that the content of the assembly can be more directly aimed at the
majority of the children present.
It also gives teachers an opportunity to practise taking assemblies.
Taking a key stage assembly may be nerve-racking, but it is less
daunting than taking a whole school assembly.
like to see their teachers and helpers present in school assemblies.
If at all possible, school managers should try to give teachers free
time at other times in the week, so that staff can be present at
If staff are absent from an assembly, this can give a negative message
to the children about the value, importance and purpose of school
individuals and groups who are very happy to visit your school to take
an assembly. Some may not want payment.
These people often send information about themselves to schools. If
not, try asking at your local place of worship. They may know of such
people, or may know, for example, of a visiting clergyman or missionary
in the area who would like to speak about his work to children.
Of course, your own local clergyman can be invited to speak to the
children from time to time, maybe once a term. He might be quite happy
to choose his own topic, or may welcome some guidance on this from the
If your school takes in children from a number of parishes, all the
clergymen can be invited in at the same time, to speak to the children
from their own parishes, rather than speaking to the whole school.
This takes some organising, but is pssible. It helps to foster the
home/school/parish relationship. The children appreciate seeing their
priest/vicar on their own ground for a change.