Trotts Hill Primary School and Nursery
At Trotts Hill Primary School, the intent of our Religious Education teaching is to:
help children acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain
appreciate the way that religious beliefs shape life and our behaviour, develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development.
Our R.E. curriculum allows children to discover and gain an insight into religions within the world that we live. We see the teaching of R.E. is vital for children to understand others beliefs and make connections between their own values. It is our role to ensure pupils are being inquisitive by asking questions about the world around them by allowing pupils to gain high quality experiences.
RE is taught in all year groups across the school, it is blocked into RE days and also taught as one hour lessons. Our RE learning is recorded in whole class big books which enable us to focus our teaching on high quality discussion, hands on experiences and investigative learning rather than an onerous focus on individual recording. We follow the Herts Agreed Syllabus 2020-2025 and our teaching follows the requirements of this syllabus. Our overall approach to teaching RE is based upon respect. To enhance children’s learning, we draw upon the children’s own experiences of religion. All religions and their communities are treated with respect and sensitivity and we value the links, which are, and can be made between home, school, and a faith community. We acknowledge that each religion studied can contribute to the education of all our pupils.
We ensure that all children are challenged, collaborative learning techniques are utilised and questioning is not only teacher led but also child led. The "Ultimate Questions" from the Hertfordshire Agreed Syllabus supports the use of big questions and open discussions. We provide children with the opportunity to visit local places of worship and all staff have access to a database of contact details for local places of worship/visitors from faiths.
A minimum of four religions are studied over the time children are at Trotts Hill. Christianity and at least three principal religions chosen from Buddhism, Hinduism, Judaism, Islam and Sikhism will be studied in depth. Pupils may also learn from other religions and worldviews in thematic units. All six principal religions will have been introduced or revisited by the end of the key stage 2. Christianity is the predominant religion in the school's pupil population. There are no presumptions made as to the religious backgrounds and beliefs and values of the children and the staff. We value the religious background of all members of the school community and hope that this will encourage individuals to share their own experiences with others freely.
The children at Trotts Hill Primary School enjoy learning about other religions and why people choose, or choose not to follow a religion. Through their R.E. learning, the children are able to make links between their own lives and those of others in their community and in the wider world. R.E. acts as a link between other aspects of learning. Through R.E. our children develop an understanding of other people’s cultures and ways of life, which they are then able to communicate to the wider community.
R.E. offers our children the means by which to understand how other people choose to live and to understand why they choose to live in that way. As such, R.E. is invaluable in an ever changing world.
In RE we follow the Herts agreed syllabus, which focuses on 8 key areas. We teach different religions in different year groups, as shown on our curriculum map. During each year group, children will experience each of the different strands of RE teaching and learning.
The 8 key areas of learning are:
Beliefs and practices
Sources of wisdom
Symbols and Actions
Prayer, Worship and Refection
Identity and Belonging
Ultimate Questions
Human Responsibility and Values
Justice and Fairness
Year 6 took part in a workshop provided by the Bridgebuilders Trust. They watched videos about different parts of the Easter story and completed a variety of tasks, including crafting crosses and planting sunflower seeds.
In RE and World Views the children spent time exploring the Muslim place of worship, a mosque. The children explored photos of mosques around the world, watched a video tour of a mosque which explained the different features. Finally, they had the opportunity to take a virtual tour of a mosque.
After learning about the festival of Purim and listening to the story of Esther, the class made their own Hamantashen and decorated their biscuit bags with symbols and names from the story.
In Buddhism, prayer flags are used to promote peace, compassion, strength, and wisdom. Year 6 created their own flags with mantras on how they would like to lead their lives. We then displayed these in class to promote all the positive mantras on a daily basis.
We discussed leaders we were aware of which included and talked about how Jesus used the scriptures as the basis for his teachings. We read the Beatitudes from the Sermon on the Mount. Blessed is another word for happiness. We reflected on the question Does the Sermon on the Mount of any relevance in today’s world?
We responded with role play set in a modern day context. Groups could relate to ‘Blessed are the peacemakers… merciful… persecuted’
Mrs Paice visited year 5 during Hanukkah to help them revise their previous learning on Judaism from Year 2 and to learn more about the festival from a Jewish person with lived experience. The children were able to recall how many candles are used, why and their significance.
Today, we visited St Hugh and St John Church to experience the Christmas story. The story is sequenced into four scenes and acted out by volunteers, dressed in character. The children were really engaged and a credit to the school.
Year 3 explored the period of advent celebrated by some Christians. They explored the meaning behind the advent wreath and then created their own.
LI: To understand the importance of the hannukiah in the celebration of Hannukah.
Year 2 made their own hanukkiah's decorated with Jewish symbols. They could explain what the 8 candles represent and the 9th candle, the shamash.
Today Mrs Paice visited Year 2 to tell them all about Chanukkah and the traditions in her family. She told us the story about the Maccabee brothers and how their miracle led to the Jewish festival of light. Mrs Paice taught us some songs and also read us a lovely story. We then played the traditional Driedel game (although we only won counters, not chocolate gelt!). Thank you so much to Mrs Paice for giving up her time.
In Year 1 we have been looking at prayer in different faiths. The children have talked about what prayer is as well as thought about how and why people might pray. We had a visit from the Reverend Keene from St Nicholas Church, who told us that many Christians pray to God because it is like talking to a friend, he also taught us the Lord's Prayer. We also had a visit from Mrs Dogar who talked to us about the Muslim pray of Salat. She let us try out the prayer mats and different head coverings.
Year 2 were really fortunate today to be visited by Mrs Lederman, a member of the Stevenage Jewish Community. Mrs Lederman explained to us where the Jewish faith began and who it began with. She also talked to us about what is important to Jewish people and how they became spread across the world. The children were really interested to see Hebrew script from the Torah and especially as the books open the other way around and the artistic script is written from right to left. We also found looking at a map Judaea fascinating and how some of the cities are still there even thousands of years on. Year 2 asked sensible questions about how long Mrs Lederman spent at her synagogue and what she did there. Stevenage synagogue is only a small community of around 60 members but they meet for a few hours every week to read from the Torah, pray, sing, eat yummy food and receive challah (bread) and wine.
Mrs Lederman explained that being part of the Jewish faith is of course about praying to God but also about being part of a worldwide Jewish community. She has visited synagogues in different parts of the world where they speak different languages but the faith, beliefs and universal Hebrew language is the same.
Year 2 would like to send huge thanks to Mrs Lederman for giving us her time. (Plus she let us try on kippahs (hats) and made us some delicious challah!)
The children looked at images of stained glass windows and Buddhist mandalas and discussed what message they thought they are trying to portray. The children then designed their own stained glass windows or mandalas with their own messages.
Thank you so much to all the families who generously donated to our Harvest festival assembly. We have been overwhelmed at the kindness show by our school community. We celebrated with a visit from Reverend Keene from Saint Nicholas Church who led part of the assembly. The children also shared harvest songs and poems they prepared for the occasion. All donations will delivered to the Food Shed this evening.
Year 4 was so lucky this week to welcome Gulzar and Sarabjit Sahota from the Hitchin Gurdwara. The children listened intently to how the Sikh faith began and what it means to its followers. The children then asked sensible questions and had the opportunity to look at real artefacts (karas, kangas) see a real kirpan (mini ornamental sword) and cover their heads with head scarves bought at the Golden Temple in Amritsar.
Our guests were so warm and kind hearted. Gulzar summed up the Sikh belief that everyone is equal describing faith like rivers all going into the same ocean. They also told the story of how Guru Nanak (the founder of the Sikh faith) travelled the continents to learn about different faiths and how he spent his father's money on helping the poor and those in need. This led to the founding principles that Sikhs should remember God always, work hard and share with the needy.
I felt very proud of the children today and our visitors commented on how wonderful the class were. Well done year 4.
In order to learn about how Sikh's believe that you should live the truth as well as know the truth, the children acted out the story of Sajjan the Robber.
There has been lots of Easter excitement around school. Year 4 have been thinking about the Easter Story. Today, the children made a model of the Garden of Gethsemane, where Jesus was entombed. The children also made Easter baskets decorated with Easter symbols. They learnt that hollow eggs (real and chocolate) represent the empty tomb. Interesting.
The children have taken their gardens home and will water them (lightly!) to grow the grass.
Year 3 used Bibles to read the story of Easter. They then retold the story using symbols and explained the meaning behind the symbols. Year 3 considered why Easter is an important time for Christians.
Year 6 participated in a virtual Easter journey organised by Bridge Builders. The children learned about the life of Jesus and the events leading up to his crucifixion. The children discussed personal heroes and discussed the significance for Christians of Jesus as the Messiah.
Nursery had a busy time celebrating Easter. They listened to the Easter story, made stain glass window crosses, designed their own Easter eggs and made Easter nests.
What is Christmas at Primary School without a nativity (or two!), some tea towels, singing about reindeers and figgy puddings and lots and lots of glitter! 2022 did not disappoint. The Nursery Nativity was splendid, with the children performing beautifully in front of an audience. The performance followed up the learning in class where they heard and sequenced the Nativity Story. At the other end of the school (and considerably taller!), Year 6 also performed the Nativity. They wrote their own script and added their own twist on the familiar story. It was poignant and showed was amazing progress the children have made.
Of course the three wise men and shepherds visiting baby Jesus isn't the only part of the Christmas story as Year 4 found out. They learned about King Herod and his cunning plans to find and kill baby Jesus . The children role-played the main characters and completed thought bubbles about what they were thinking.
On Friday 9th December, year 2 visited St Hugh and St John's Church to learn about the Christmas journey. Volunteers led the session and ran four stations to help the children learn about the Christian Christmas story. The stations included meeting the shepherds, meeting Anna and Simeon, meeting the wise men and making crowns. Year 2 then watched Mary and Joseph perform on stage explaining their part in the Christmas story. We ended the morning by learning and singing a new song with actions. The children had a fantastic morning.
Although we look at religions individually, we also look at how some celebrations cross over religions and different cultures. For instance, Diwali is celebrated by both Sikhs and Hindus in similar ways, but for different reasons.
Year 4 looked at Advent and how it is celebrated around the world. They discovered that the theme of light seems to be important in all cultures. After looking at celebrations around the world, the children were then able to make advent symbols.
They made a Mexican star pinata, a Chinese lantern, a Danish bread wreath and a UK advent wreath.
Year 4 Diwali
Year 4 have finished the half term with a flourish by presenting their assembly on Diwali to the whole school and their families. The children told the story of Rama and Sita where light triumphed over darkness. The children spoke beautifully and recreated the story with excellent acting and just a little bit of fighting!
The children also got the opportunity to show the work from their recent RE lessons. They showed rangoli patterns made from coloured sand which entices the Goddess of Wealth into homes. They also showed their brightly coloured diyas moulded from modelling clay.
The assembly finished with a rendition of ‘A Night of a Thousand Lights’ which was performed with great enthusiasm.
Well done to Year 4. They were amazing!
LI: To know about the significance of Easter for Christians.
BIG QUESTION: What did Jesus do to save human beings?
Year 6 participated in a virtual Easter journey organised by Bridge Builders. The children learned about the life of Jesus and the events leading up to his crucifixion. The children discussed personal heroes and discussed the significance for Christians of Jesus as the Messiah.
Year 6 explored why Buddhists meditate. We learned that mediating is used to help focus the mind and to stop it rushing about in endless thoughts. Some Buddhists use meditation to reflect inwards and to spend the time to understand the self. We then all practised meditating to see if it helped us focus and relax our minds. We also created our own motivational messages in the style of Buddhist prayer flags, which we have hung in the classroom to remind us to be positive.
In November, Year 4 shared their learning about Divali with the rest of the school and their families. The children shared the story of Rama and Sita, their diva lamps and a traditional song. Mrs. Shergill spoke to us about her own family's celebrations for Divali which really brought the festival to life for us all.
This year it was wonderful to be able to hold two whole school celebrations of Harvest. Mrs. Magdeburg led an assembly which focused on the reasons for Harvest and the Christian festival. We discussed the importance of sharing with others and how Christians reflect at Harvest time of the gift of food from God and how we share what we have with others. We collected a significant amount of food to share with others via Food Shed, the Stevenage food bank.
