Choose a suitable biblical passage and understand its context. Use the biblical text, not a paraphrase presented as Scripture. Explain unfamiliar vocabulary and the setting during preparation or introduction.

At Mass and sacramental celebrations, use the approved Lectionary and the readings required or permitted for the occasion. Do not replace Scripture with a poem, story or another religious text.

• Check the passage and translation with the responsible leader.
• Prepare readers to understand the meaning, pronounce names and speak clearly.
• Check microphones and whether everyone can hear or access the text.
• Keep any explanation focused enough to leave room for listening and prayer.

Planning question: What will help this group hear and respond to the passage?

Introduce silence as time for prayer and reflection. Explain what participants are invited to bring to mind. Develop familiarity gradually and allow appropriate support.

• Offer a simple invitation before the pause.
• Begin with a brief, achievable period for younger pupils.
• Leave genuine silence instead of filling every pause with recorded music.
• Provide alternatives to a prescribed posture where needed; do not insist on closed eyes.

Planning question: Why is this silence here, and how have we helped pupils use it?

Explore the Liturgy Office’s guidance on silence .

Choose music for its words, purpose and suitability for the celebration. Teach the response or refrain beforehand, with support from the music lead where helpful.

• Ask what the music does at this point: gathers, responds, accompanies or expresses the prayer itself.
• Choose a manageable repertoire that develops over time.
• Balance familiarity with opportunities to learn different forms of sacred music.
• Check volume, audibility and access. Check permissions for copying, recording or streaming.

Planning question: Can the community participate, and does the music serve this prayer?

For Mass, use current Roman Missal music resources and follow the approved liturgical texts.

Consult pupils and relevant colleagues about barriers before finalising the celebration. Participation can include listening, silence, supported communication and practical ministry.

• Check routes, seating, sightlines, microphones and accessible roles.
• Provide clear language, readable text or a simple sequence of what will happen.
• Prepare pupils for unfamiliar sounds, changes in space or sensory experiences.
• Agree support, a quieter position or an appropriate way to step out and return where needed.
• Explain Catholic practice clearly to pupils of other faiths or none and respect conscience.

Planning question: Who could be present but unable to participate meaningfully?

For England, see Equality Act advice for schools alongside diocesan guidance.

Explain the purpose before assigning roles. Model, practise, support and review. Increase responsibility as pupils grow in understanding and confidence.

• Readers need preparation in meaning and proclamation.
• Musicians and those leading responses need familiarity with the community’s part.
• Pupils preparing intentions need to understand what the community is praying for.
• Those arranging space need practical guidance and safe responsibilities.
• Provide paired roles, accessible communication and quieter ways to contribute.

Planning question: What has the pupil learned to do, and what adult support remains necessary?

Adults retain responsibility for suitability and fidelity to Church teaching and liturgical requirements.

Review the preparation and celebration, including participation, understanding and access. Ask pupils and staff what helped and identify a practical next step.

• Could people hear, see and follow what happened?
• Were Scripture and prayer given appropriate space?
• Did prepared roles help the community participate?
• Who experienced a barrier?
• What should we retain or change?

Planning question: What will we do differently because of this feedback?

Review provision and its effects; do not grade pupils’ private faith or require personal spiritual disclosures.

Purpose: Experience welcome and learn to bring a simple intention to prayer.

Scripture: Mark 10:13–16. An adult proclaims the passage after explaining who is present in the story.

Prepare: Teach a short prayer response beforehand. Show the prayer space and explain what will happen.

Celebrate: Come together calmly; listen to Scripture; briefly invite children to notice Jesus’ welcome; pause for a few quiet moments; offer simple intentions and a closing prayer.

Silence: Invite children to think of someone who helps them feel welcome. Use a brief pause suited to the group.

Music: A familiar short refrain may gather the group or conclude; no need to add music to every element.

Accessibility and roles: Offer flexible seating and familiar visual cues. Children may select an appropriate image or express an intention through supported communication.

Review: What helped children settle and join in? Did anyone need different support?

Purpose: Recognise gifts and offer thanks to God.

Scripture: Luke 17:11–19. Introduce the setting and explain unfamiliar words before proclamation.

Prepare: Explore gratitude beforehand and teach a brief response. Prepare an adult reader or a supported pupil reader as appropriate.

Celebrate: Begin with a prayer of thanks; listen to the passage; offer one brief reflection on the person who returns; keep silence; share prepared intentions of thanksgiving; conclude.

Silence: Think of one person or gift for which to give thanks.

Music: Choose a simple thanksgiving refrain the group can sing confidently.

Accessibility and roles: Allow intentions to be prepared through words, symbols or supported communication. Do not require every child to speak publicly.

Review: Could pupils explain why they were giving thanks? What helped participation?

Purpose: Listen to Jesus’ teaching and pray for people who need care.

Scripture: Luke 10:30–37. Explain the context of the Good Samaritan passage during preparation.

Prepare: Help readers understand the passage. Prepare intentions for people needing help without identifying private school situations.

Celebrate: Gather in prayer; proclaim Scripture; offer a short reflection; pause; pray the intentions; conclude with an invitation to one practical act of care.

Silence: Reflect on how to notice someone’s need and respond.

Music: A suitable response about love or service can follow the reading or accompany the conclusion.

Accessibility and roles: Provide clear cues and rehearsal. Offer supported roles and check the reading can be heard.

Review: Did the response connect with the Scripture? Ask later what pupils understood about care.

Purpose: Recognise different gifts and pray for the wisdom to use them in service.

Scripture: 1 Corinthians 12:4–7.

Prepare: Explain the passage and help a pupil team plan intentions, a response and practical roles with an adult.

Celebrate: Begin with a suitable prayer; proclaim the passage; offer a brief reflection; keep silence; pray for the community and those it serves; conclude.

Silence: Consider a gift that could serve another person. Keep this reflection private unless pupils freely choose to share later.

Music: Choose one suitable song or refrain and explain how its words connect with the passage.

Accessibility and roles: Include gifts expressed through listening and practical care, alongside public speaking. Use paired roles where helpful.

Review: Can pupils explain their choices? Did preparation help them serve the group?

Purpose: Explore attention to Christ and bring the pressures of daily life to prayer.

Scripture: Luke 10:38–42. Prepare the context without reducing the passage to a judgement on one person’s personality.

Prepare: Explain the difference between discussion and the prayer celebration. Rehearse the reader and introduce the silent reflection.

Celebrate: Gather; proclaim Scripture; offer a concise reflection; leave an unhurried pause; pray for those carrying heavy responsibilities; conclude.

Silence: Use a clear invitation to bring a concern to God or simply listen quietly.

Music: A short suitable refrain may frame the prayer. Keep genuine silence after the reading.

Accessibility and roles: Make the sequence available in advance and offer seating and sensory support. Explain expectations without requiring personal disclosures.

Review: Was the pause purposeful? What preparation would help pupils next time?

Purpose: Reflect on Christ’s call to care for others and pray for a responsible response.

Scripture: Matthew 25:35–40. Prepare the wider context and discuss respectful service before the celebration.

Prepare: Pupils research a genuine local need with an approved partner and prepare intentions with staff. Keep the partner’s dignity and privacy central.

Celebrate: Begin in prayer; proclaim Scripture; offer a brief reflection; keep silence; pray for people affected and those serving them; conclude with a realistic invitation.

Silence: Consider what an informed, respectful response would require.

Music: Select a song or refrain whose words support prayer and the occasion; avoid adding a performance that interrupts the celebration.

Accessibility and roles: Offer several ways to contribute and avoid presenting one pupil as the representative of hardship.

Review: Did the prayer deepen understanding? Did the subsequent action respond to what the partner actually needed?

Purpose: Bring choices, gifts and future commitments to prayer.

Scripture: Luke 24:28–35. Introduce its place within the Emmaus account.

Prepare: A pupil team reads the passage with the chaplain, discusses its meaning and prepares a coherent reflection and intentions.

Celebrate: Gather with a suitable prayer; proclaim Scripture; offer the prepared reflection; allow sustained silence appropriate to the group; pray for guidance and those facing uncertainty; conclude.

Silence: Reflect on where guidance, courage or renewed hope is needed. Pupils may keep their reflection private.

Music: A suitable refrain may support the opening or response; teach it beforehand.

Accessibility and roles: Explain the invitation respectfully, including for those of other faiths or none. Provide different forms of contribution and adult accompaniment.

Review: What helped thoughtful participation? Which choices did the pupil team make, and what did they learn?