| Section 6
SPECIFIC ISSUES
Religious Observance
Religious Observance is a statutory requirement in schools under
the Education (Scotland) Act 1980, which repeats the legislation
of previous Acts in giving education authorities 'liberty to
continue the said custom' and prohibiting them from discontinuing
it without a poll of local electors. Parents have the legal right
to withdraw their children if they wish. SOED Circular 6/91 states
that religious observance complements religious education and is
an important contribution to pupils' spiritual development. An HMI
report in 1989 also concluded that religious observance 'has
a significant part to play in transcending the informative role
of religious education' and went on to give examples of various
types of religious observance in different schools. Most education
authority guidelines on religious education give advice on religious
observance and/or the role of the chaplain in schools.
What is meant by 'religious observance'? The term is usually
taken to refer to assemblies, of the whole school or part of it,
during which something akin to worship takes place. But 'something
akin' covers a wide variety of practice, from the traditional
hymn or religious song, Bible reading and prayer, to short 'thought
for the day' addresses or multi-media presentations on a moral
or spiritual theme. Of course, in Roman Catholic schools religious
observance additionally covers school Masses, classroom prayers
and sacramental preparation. In schools serving multi-faith areas
it is increasingly common to celebrate major festivals of different
religions, such as Christmas, Diwali and Eid.
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The aims of religious observance are:
to promote pupils' spiritual development;
to increase their understanding of religious practices
such as prayer and meditation and the religious experience
which underlies them;
to promote the ethos of the school through the expression
and celebration of shared values;
to provide opportunity for individual reflection on
spiritual and moral concerns.
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In non-denominational schools religious observance should be
of a broadly Christian character: that is, it should reflect the
broad consensus of Christian beliefs and values without being
specific to any one denomination. This does not exclude the possibility
of drawing on other religious traditions at times. As far as possible,
religious observance should be inclusive, not exclusive, allowing
pupils from various religious backgrounds, or none, to take part
with integrity and gain something from the experience.
In many schools there is a well-established tradition of using
assemblies as a vehicle for religious, social and moral education.
In the best cases, themes are carefully chosen to suit children's
experience and understanding. Often they arise from topics studied
in class; the assembly gives pupils a chance to share their discoveries
with others. Pupils are active in singing, reading aloud, acting
or playing music and also listen and watch with concentration.
Feelings of belonging and togetherness are engendered, important
messages about concern for others or the environment are conveyed,
praise is expressed, help is asked for. Above all, from the pupils'
point of view, the assemblies are not a duty to be done but occasions
where enjoyment and learning go hand in hand.
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