Many school assemblies take place in a hall which is also used for jumble sales, discos, school dinner and P. E.

It is important therefore, that when the children come together for a school assembly, they know that it is something more special than the above events.

This can be put across to the children by the atmosphere which is created by the teacher taking the assembly.

This atmosphere can be produced by the use of:

• candles - one or more candles can be used. Narrow candles are sometimes best as wide candles tend to only burn in the centre when lit for a short time. Candles come in various colours and shapes and are cheap and easy to buy. Even church candles can now be bought in garden centres. Some candles have pictures on them, e.g. Christmas candles and Paschal candles. These pictures alone can inspire an assembly. The colours of some candles are also significant, e.g. Advent, Christmas and Paschal candles. Again, these colours can be explained in an assembly. Children also like to actually light the candles.
• statues, pictures, religious icons and crucifixes relevant to your school - these help to focus the children's minds on the reason they have assembled. If a Bible reading is being used in the assembly, hold the Bible out to the children before the reading. This is not the same as raising the Bible. When possible, read from the Bible rather than from a sheet of paper.
• flowers - used the world over as a gift to someone special, so very fitting for an assembly display.
• objects mentioned in the assembly - visual aids are important in an assembly, just as they are in any lesson.
• music - played as the children enter and leave the hall and as background music to a reading. Classical music, hymns, carols, chants, Taize music etc. are all suitable.
• silence - children enter and leave the hall quietly, but should also be given a time to reflect while in the hall. Prayers can also follow and be followed by a few moments of silence. This can be very effective, especially if the children are not expecting it.
• subdued lighting - often leads to silence and reflection. Coloured lighting could even be used if available.

The items mentioned above can be displayed on a table, (or even a piece of P. E. apparatus), covered in an attractive cloth. The children often enjoy setting up the hall and clearing away, when a teacher has used a number of items in this way. They appreciate the extra effort which has been put into the assembly.

Alternatively, if there is space in the hall, or in the corridor outside, there could be a permanent religious focus. This could be lifted into the hall for assembly time.

There could be a rota system so that each class looks after the religious focus for a month at a time, tending the flowers for example.

When the 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.

Children like to see their teachers and helpers present in school assemblies.

This can be difficult to arrange though, as this is sometimes the only non-contact time some teachers get.

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 assemblies.

If staff are absent from an assembly, this can give a negative message to the children about the value and importance of school assemblies.

As well as whole school assemblies, separate key stage assemblies can be keld. (In the UK, children are divided into 4 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.

• Classes 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 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.
• Children 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.

• whole school services/Masses for the beginning and end of year and for festivals.
• assemblies 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.
• termly Achievement Assemblies to celebrate successes of individual pupils, such as: examination success, acquisition of new skills, helping others, bravery etc.
• weekly 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.
• weekly 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 these results.
• Merit 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.