Help, it's my Assembly - Spiritual Journeys forEveryone
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More About This Title Help, it's my Assembly - Spiritual Journeys forEveryone


This book has all one needs for successful assemblies; instant scripts for those in a rush, prepared assemblies for those with a little more time, together with practical tips for inclusion and insights into the spiritual aspects of assemblies too.

Part One shares insights gained from the authors’ wide experience of teaching and leading school assemblies. It looks at what we mean by spirituality, and provides useful background reading into children’s learning styles, and how barriers to learning and inclusion can be overcome. It could be used by individual teachers wishing to explore these issues or by staff groups considering their approach to spirituality across the curriculum.

Part Two is a collection of 80 assemblies organised into 40 themes. This highly practical set of resources will appeal to both mainstream and special schools. It will prove invaluable to classroom teachers on the school assembly rota, to school leadership teams looking for fresh inspiration, training providers, advisors and community speakers of all faiths or secular backgrounds, who are invited to contribute to school assemblies.


Hilary Broomfield and Brenda Webb are experienced teachers who work together as a literacy support team in an all age school for children with moderate learning difficulties. They have a keen interest in creating and presenting innovative learning material in formats that are accessible to a wide range of learners and learning styles. They are co-authors of the highly successful 'EastEnders Reading Trail.’ Hilary Broomfield is also co-author of the best-selling Overcoming Dyslexia 2nd Edition.


Preface - Help, its my assembly!.


1. What does spirituality mean?.

2. What part do school assemblies play?.

3. How can we encourage spiritual growth?.

Including everyone.

Recognising barriers.

4. Understanding the barriers. 

 Physical barriers.

Emotional barriers.

Cognitive barriers.

Overcome these barriers.

5. Unpacking the brainbox. 

A. Physical first.

Lifting physical barriers.

B. Emotional ease.  

A driving force.

Mind reading.

Lifting emotional barriers.

Responding to diversity.

Try and develop mind reading.

Techniques that help to include everyone.

C. Thinking third. 

Lifting cognitive barriers.

Keep the neo-cortex happy.

Connect with other learning.

6. Supporting different learning styles.

Keep the visual learner involved.

Keep the auditory learner involved.

Keep the kinaesthetic learner involved.

7. Getting the message across.

Support understanding.

Give everyone a voice.

8. Time to travel.


1. How to use Part two.

2. Assemblies.





Appendix 1.




"...provides numerous pointers and templates for assembly talks..." (Children Now, Feb 06)

" … nicely sums up many teachers’ attitude to the weekly chore, but in fact the book is by no means as hand to mouth as the title suggests ...simple, accessible and imaginative …" (Times Educational Supplement, May 2006)