Plan an assembly

So you’ve been invited to take an assembly, and now you’re wondering what on earth you’re going to do. Don’t panic! Whether you’re about to take a primary or secondary assembly, or perhaps stand in front of a group of sixth formers, this guide will take through the stages of planning the content, presenting on the day, and some vital do’s and don’t’s. The challenge is not only for your assembly to run smoothly, but for your presentation to have a real and lasting impact on the students.

Starting points

There are some factors you can’t change or control about an assembly and understanding these possibilities and limitations is an good starting point for your planning.

What year groups will be in the assembly?

In the past, it was common for assemblies to include the whole school, or at least the ‘lower’ or ‘upper’ school. These days it’s more common to have a single year group. The broader the age range, the more carefully you’ll have to think about creating content that will suit everyone present.

If you’re doing a series of assemblies, presenting to each year group in turn, you’ll also have to think about how your content may need to change. What challenges and engages a Year 2 student is very different to a Year 6 student. The same is true for Year 7 and Year 11 students at secondary level.

What time of day is the assembly?

Traditionally assemblies have been first thing in the morning, but that’s no longer always true. Mid-morning is popular, as is straight after lunch, but in fact it could be any time. Expect some restlessness if it’s scheduled for the end of the school day. If it’s somewhere in the middle of lessons, don’t necessarily imagine there will be an empty hall to set up in beforehand: it may be used by classes right up until your assembly begins.

How long is the assembly?

Marathon assemblies that last the full 50 minutes or more of a lesson do happen, but the vast majority will be shorter, perhaps 15 minutes. Bear in mind that this will include some introductions, notices and even the students getting in and out of the hall. Work on the basis that you’ll have 8 to 10 minutes, but be prepared to run longer or shorter if needed. Primary assemblies will tend to be lengthier and more relaxed. The longer the assembly the more opportunity there will be to develop a theme, but the bigger the challenge to keep the attention and involvement of your listeners.

Where will the assembly take place?

The school hall is the most common place for an assembly, but you’ll need to check if you are expecting to I need to plan an assembly be able to cut out any daylight to use a projector: there may be curtains or blinds but there’s no guarantee any of them will work! Also, halls often act as corridors to get to other parts of the school. Sometimes schools will stop people walking through during an assembly, but not always. Noise and disturbances may have to be catered for whilst you’re speaking.

Is this an ‘Act of Worship’?

In England and Wales, children and students are required to take part in ‘an act of worship’ every day. This is a legal requirement set out in The Education Reform Act (1988), modified by the Education Act (1993). The Law puts several important obligations on schools (and the Board of Governor’s specifically):

• Every student should take part in an act of worship each school day (note the exception to this below).
• The act of worship must be of a “wholly or mainly of a broadly Christian character, reflecting the broad traditions of Christian belief.” That means it must reflect the Christian faith, though this is interpreted very widely. This requirement does not mean that every assembly should be Christian, but that over the course of a school year, at least 51% should be of a “broadly Christian nature”. Christian topics can be interpreted widely and might include assemblies on the anything from the environment to pilgrimage. Crucially, they’re not just meant to communicate information; they’re to be an act of worship. Again, this is interpreted widely, and certainly doesn’t equate just to singing Christian songs and hymns. It might also include opportunities to reflect or meditate quietly. (It’s worth noting that singing together as a group is now almost unheard of in secondary school assemblies.)
• The act of worship can take place at any time of the school day, in any part of the school and with any group of pupils. In others words, a reflection in tutor groups at the beginning of the day would suffice. Although assemblies are often used to fulfill this requirement, assemblies and acts of worship are not one and same thing.
• Parents can withdraw their pupils from the requirement of a daily act of worship. Teachers can withdraw themselves too.
• Schools can apply for a ‘determination’ which means these conditions are lifted. This often happens in schools where the number of pupils from different faiths makes the requirement unsuitable.

  Some schools will see assemblies as an integral part of providing an ‘act of worship’; others will use daily reflections in tutor groups and other ways to meet the legal requirements. And, of course, some schools may turn a blind eye to these obligations altogether.

  However, schools are also under an obligation to promote students’ spiritual, moral, social and cultural development. These rather vague terms are not meant to be covered in a particular lesson, they are to happen across the school as a whole in lots of ways. For example, when a theatre company is invited to perform to the school, it might be considered ‘cultural’ development.

  In reality, and perhaps not surprisingly, schools find spiritual development the hardest of these to implement. A good assembly from you, providing spiritual input, will be a welcome addition. You can read more about spiritual development in schools in a 1995 guide, still widely used by schools, from the (now defunct) Schools Curriculum Assessment Authority ‘Spiritual and Moral Education’.