Your new design will be uploaded in:
Please contact Delivery Team on
0113 3200 750 if you have any queries.


Collective Worship Long Term Plan


Roots and Fruits Themes



Year A

Year B



Autumn 1






Autumn 2






Spring 1






Spring 2






Summer 1






Summer 2






Pupil Leadership


At the Marton cum Grafton CE Primary School we value the importance of pupils’ opinions and provide the children with opportunities to lead their peers and contribute to the development of the school.

Throughout the school we have many varied opportunities for children to develop leadership, communication and social skills equipping them with necessary skills for the future.

Children take part in a recruitment process in order to undertake advertised jobs in school and are constantly provided with opportunities to debate, share and lead.

Worship Group

We are very proud of our Worship Ambassadors at Marton cum Grafton Primary School. The group discuss and evaluate Collective Worship, taking an active role daily by setting up the hall and organising worship. They also plan and prepare Worship which they lead for the whole school. The group also work on projects which ensure continued pride in our distinctiveness as a church school.

The children are committed to promoting Christian values throughout the school. They take their tasks seriously and set good examples for others to follow.

Playtime Ambassadors

Our playtime Ambassadors play an important role in evaluating the impact of our school values. The act as role models in living out our values of kindness, courage and respect. Ambassadors are ‘on duty’ at playtimes and lunchtimes and are a first port of call for children who might need support with friendship issues. The Ambassadors’ weekly award is given out in collective worship to a child who they deem has been consistently living out our values and setting a good example to others.

Religious Education


Marton cum Grafton CE School dedicates itself to providing a Christian environment that offers all children the highest quality of teaching and learning opportunities. We actively support the spiritual growth for learners wherever they are on their faith journey and develop their knowledge of the Bible and Christian teaching.

Religious Education has a high profile in school life with lessons providing fully for the needs of all learners. The Christian values of Kindness, Courage and Respect empower learners to lead by example.

We follow the Leeds and York Diocesan Syllabus for RE, exploring the stories and themes of the Old and New Testaments and core Christian values, world faiths and perspectives.

Pupils develop a clear understanding of Christianity and a broad range of religious beliefs. The pupils use their skills of enquiry, analysis, interpretation, reflection and evaluation to understand the impact of religion on believers.

Pupils have a thorough knowledge and sound understanding of the Christian faith through a wide range of learning opportunities, such as weekly Religious Education lessons, daily acts of collective worship, church services and educational visits.

Worship is a key part of our school life. We have daily assemblies and children are encouraged to participate. Reverend Sarah delivers our collective worship on a regular basis and we also have visitors from the local church community to lead ‘open the book’ worship. The whole school attend church for special services such as Christmas, Easter and Y6 Leavers as well as Y5/6 who visit church during the year to take part in community services.

Collective Worship

As a Church of England school our daily act of Collective Worship is a special time that brings together members of the school community.

Our Worship Ambassadors take an active role in in our worship. The children are very independent when undertaking this responsibility.

Worship is led by teachers, children and visitors. Families are regularly invited into school to join worship and church services and we are extremely grateful for the tremendous parental support we have.

Groups of children are encouraged to prepare, lead and evaluate worship during our weekly class worship sessions based on one of our themes. These opportunities allow them to gain valuable leadership experience and extend their ability to think and reflect on a wide range of issues.

Our worship is enhanced by regular visits from Reverend Sarah Feaster and lay readers from the local community.  The children are further challenged to think, ask questions and share their views about the world around them.

Our themes are based on Christian values such as:
































Our core values of Kindness, Courage and Respect reflect the aspirations we have for each child, to inspire a high level of spiritual and moral reflection and to challenge our learners to take responsibility for their own actions.

Home School Values

Each half term where applicable, each child will be sent home a 'Home School Values' sheet. These enable conversations related to what the children are learning in school and provide opportunities for talking, reading together, sharing words of wisdom, fascinating facts, a family focus, a home school challenge and to share in an inspirational character who has demonstrated the value.

Please find attached below the long term worship plans for 2019-2020.

Aspire, Believe, Achieve in a Caring Christian Community.

Our children will flourish, be safe and valued, in a nurturing Christian community. They will aspire to be the best that they can be; believe in their abilities and gain the courage and confidence to achieve their goals.

Our Christian Vision is lived out through the values of Kindness, Courage and Respect and illustrated through the parable of The Seed and The Sower (Mark 4: 1-20, Luke 8)


What Is Spirituality?

Spirituality - Our Definition

It is very difficult to put into words what ‘spirituality’ actually is because it is a very personal experience. It differs from person to person, and often spirituality changes within people during their lifetime. At Marton cum Grafton we value all God’s children and aim to support them in all aspects of their development, mentally, physically and spiritually.

Spirituality is not the same as having a religion or faith; a person can be spiritual without having a particular faith. Our vision is focused on the development of the whole child, including the spiritual self to ensure that children and members of our community have an evolving awareness of who they are, how they relate to others and he world around them.

Some definitions include:

“Spirituality may refer to almost any kind of activity through which a person seeks meaning, especially a "search for the sacred." It may also refer to personal growth, blissful experience, or an encounter with one's own ‘inner dimension’."

As a school, we have defined spirituality as:

“Spirituality is not something we can see; it is something we feel inside ourselves, inner growth, a sense of peace with oneself. Spirituality is about awe and wonder, asking questions, inspiration and being aware of something ‘bigger’ outside of ourselves. It is about our moral compass, our values and sense of responsibility”

We consider that spiritual development is about helping children to develop academically, but more importantly, personally so that they become well-rounded members of society, fulfilled, happy, spiritually aware and socially and emotionally engaged.

At Marton cum Grafton our curriculum is about creating a climate of safety to express and explore key questions. It is a curriculum with knowledge at its heart but



not for the purpose of retaining facts, instead this knowledge should prompt questions, thoughts and enquiry. Our curriculum is specifically designed for the needs of our children in our community and we create the climate to nurture spiritual development for our whole community.

How is Spirituality Nurtured?
Children’s spiritual development is fostered through all aspects of our provision. It is about the relationships and the values that we consider to be important, as well as the development of knowledge, concepts, skills and attitudes. We give children opportunities to:

  • Express personal beliefs and compare views with others, sharing feelings and opinions through discussions and stories.
  • Develop self-awareness, confidence, sense of worth, an understanding of and application of personal values and beliefs
  • Be supported in an environment where each individual feels valued as an important part of the school
  • Begin to develop their own system of beliefs which may or may not include religious beliefs.
  • Develop openness and awareness of difference, empathy and a sense of place within groups and communities.
  • Understand human feelings and emotions, the way they affect people and how and understanding of them can be helpful
  • Experience a love of learning through rewarding their enthusiasm and by encouraging exploratory play and learning.
  • Reflect upon the world around them and show a sense of awe and wonder towards aspects of the natural world or human achievement
  • Work in a climate in which they can grow and flourish, respect others and be respected

Pupils’ spiritual development is shown by their:

  • Beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values
  • Awareness and understanding of their own and others’ beliefs
  • Sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible
  • Use of imagination and creativity in their learning
  • Willingness to reflect on their experiences
  • Respect for themselves and others
  • Sense of empathy for others, concern and compassion
  • Ability to show courage and persistence in defence of their aims, values, principles and beliefs as illustrated in the parable of the sower
  • Ability to understand the notion of community and see themselves in relation to a variety of communities




Teaching Opportunities and Strategies
Liz Mills from The Stapleford Centre, a Christian charity fostering Christian engagement in education, has identified 3 ways that schools can provide opportunities for spiritual development:

WINDOWS: giving children opportunities to become aware of the world in new ways; to wonder about life's 'Wows' (things that are amazing) and 'Ohs' (things that bring us up short). In this children are learning about life in all its fullness.

MIRRORS: giving children opportunities to reflect on their experiences; to meditate on life's big questions and to consider some possible answers. In this they are learning from life by exploring their own insights and perspectives and those of others.

DOORS: giving children opportunities to respond to all of this; to do something creative as a means of expressing, applying and further developing their thoughts and convictions. In this they are learning to live by putting into action what they are coming to believe and value.

We provide WINDOWS throughout our curriculum. We will be having specific lessons with an awe and wonder focus with a variety of stimuli, including photos, videos, music current events and real-life stories.

As a school we place high value on thinking skills and asking ’big questions’. These strategies offer a variety of MIRRORS for the children to reflect on the world in different, deeper ways. It allows them to ask and discuss bigger questions and consider their own ideas and beliefs. Through high-quality RE lessons, children are consistently challenged to reflect on their learning about religion to help them learn from religion, regardless of whether they have a specific faith.

Children at our school often identify DOORS for themselves. They may hear of a local issue or an international event and request to take action, through fund raising and raising awareness. We also work with the local community and with local fundraising and other activities. We take part in Comic Relief, Children in Need, and Operation: Christmas Child, as well as identifying other charities to support during the year.

What is the Role of the School Community?
All members of the school community have a responsibility for helping to nurture children’s spiritual development.

School staff can do this through:

  • Establishing and maintaining a partnership between pupils, parents and staff; recognising and respecting the faith background of the children and their families;
  • Taking part in, and supporting, collective acts of worship;




  • Being good role models in their conduct towards other members of the community;
  • Promoting an attitude of respect for other people and for others’ views;
  • Nurturing consideration for and generosity towards others.
  • Drawing on the experiences of pupils and their families during religious education lessons and beyond;
  • Recognising and being constantly aware of the needs and backgrounds of each individual pupil;
  • Being willing to develop their own knowledge and understanding of the Christian faith and the faiths of others;
  • Having a positive attitude to the value of spiritual education.


Pupils can do this through:

  • Taking an active part in acts of collective worship;
  • Participating in activities which promote the skills allowing them to engage in examination of and reflection upon religious belief and practice;
  • Conducting themselves towards others considerately, in line with the code of conduct;
  • Respecting the views and beliefs of others.


Parents can help through:

  • Adopting a positive attitude to the value of spiritual education;
  • Supporting the school’s Christian ethos and acts of community worship such as assemblies and church services;
  • Respecting the views and beliefs of others.

Spirituality within Collective Worship

Whilst spiritual development permeates all aspects of the curriculum and life through school, opportunities are fostered in acts of collective worship.

Our approach to collective worship includes:

  • The recognition that there is something more to life than the ordinary
  • A sense of values
  •  Search for meaning
  • The development of the inner life of each pupil
  • Giving time for stillness and reflection, and the exploration of inner thoughts and feelings
  • Creating an atmosphere that is conducive to a sense of peace and tranquillity
  • Fostering an atmosphere of mutual respect
  • Being pupil centred and beginning from pupils’ experiences