At Sudbury Primary School, we believe children should have the opportunity to develop as reflective, empathetic and knowledgeable individuals and that Religious Education has a key part to play in this. We endeavour to provide our pupils with a broad and balanced curriculum that is based on learning about the faiths of Christianity, Judaism, Islam, Hinduism, Sikhism and Humanism. We are an inclusive school that welcomes children of many different faiths and those of none. We do not provide instruction in religious practice but ensure that children learn both about and from religions. Although trips are not currently taking place, the school will continue to find opportunities to embed pupil learning and develop their understanding of others through online workshops or virtual visits. This ensures our curriculum drivers - diversity, knowledge of the world and resilience, continue to be instilled to enhance the educational experience of our children. Pupils are encouraged to share their own ideas and experiences and to learn to value and respect each other.
Parents do have the right to withdraw pupils from RE: if you wish to do this, make an appointment with the head teacher / RE subject leader. The school does not support selective withdrawal from RE.
Trips and visits to places of worship will resume once it is safe to do so.
We have a varied programme of school trips and visitors to help excite our pupils and to place their learning in context. As part of the curriculum, each year group visits a different place of worship, these are a church, a Gurdwara, a Hindu temple, a Buddhist temple, a mosque and a synagogue.
Firstly, a visit enhances children’s learning by placing their learning in context and helps to make it interesting and exciting. Additionally, Britain is a multi-cultural country where people are free to follow their faith. We believe that it is important for the children to develop an understanding of each other, in order to live harmoniously.
Children will not take part in any acts of worship or spiritual activity however, they may be asked to follow customs such as removing their shoes. They will be given a tour by a member of the community and will have the chance to learn about the different features of the place and what happens there. Children will gain a precious insight into the community and have the opportunity to ask questions.
Where possible, we choose places that are part of our local community and already have educational programmes in place that cater for primary school children.
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
Trip |
|
Year 1 |
Hinduism and Christianity Key figures |
Hinduism and Christianity Celebrations |
Sikhism and Christianity Communities |
Sikhism and Christianity Places of Worship |
Buddhism and Christianity Stories |
Buddhism and Christianity Key figures |
Church |
|
Year 2 |
Christianity and Judaism Rites of passage |
Christianity and Judaism Beliefs |
Christianity and Humanism Values |
Christianity and Humanism Rites of passage |
Christianity And Islam Beliefs |
Christianity and Islam Writings and symbols |
Mosque |
|
Year 3 |
Christianity and Buddhism Places of Worship |
Christianity and Buddhism Communities |
Christianity and Hinduism Stories |
Christianity and Hinduism Places of Worship |
Christianity and Sikhism Celebrations |
Christianity and Sikhism Key figures |
Hindu Temple |
|
Year 4 |
Christianity and Judaism Writings and symbols |
Christianity and Judaism Place of worship |
Christianity Humanism Rites of passage |
Christianity Humanism Beliefs |
Christianity and Islam Celebrations |
Christianity and Islam Values |
Synagogue |
|
Year 5 |
Christianity and Islam Rites of Passage |
Christianity and Islam Writings and symbols |
Christianity and Sikhism Place of worship |
Christianity and Sikhism Writings and symbols |
Christianity and Hinduism Beliefs |
Christianity and Hinduism Values |
Sikh Gurdwara |
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Year 6 |
Christianity and Buddhism Places of worship |
Christianity and Buddhism Celebrations |
Christianity and Humanism Beliefs |
Christianity and Humanism Communities |
Christianity and Judaism Key figures |
Christianity and Judaism Stories |
Buddhist Temple
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Working together in harmony to develop confident, well-educated learners with healthy minds and bodies, who are independent, resilient, motivated and committed to lifelong learning.
Working together in harmony to develop confident, well-educated learners with healthy minds and bodies, who are independent, resilient, motivated and committed to lifelong learning.