Wilby Primary

'I can do all things through Him who gives me strength' (Philippians 4:13*) Wilby CE Primary School
  • Wilby is an awesome school packed full of caring students and teachers Gracie
  • We are all different but all equally important at Wilby Alfie
  • Wilby makes learning fun! Jonty
  • Wilby is just the most amazing school in the entire world! Harvey
  • We have a positive attitude towards being ourselves here. We know making mistakes is fine! It is how we learn Wren
  • Being a part of Wilby is like being part of a big family Alex
  • We have faith that everyone will do well and we make sure no one is left behind
  • I love Wilby because no one is left out
  • You are supported so you can achieve the very best at Wilby-it is a great place to be
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Religious Education

Pupil's work from our Multi-Faith Festival of Light Calendar

Information about the Emmanuel Scheme of Work YR-Y6 HERE

Emmanuel scheme of work-skills and vocabulary progression HERE

EYFS Skill progression development HERE

2023-24-Knowledge Organisers

KS1 (Wren Class)

Autumn term 1:Teshuvah Why do Jewish families talk about repentance at New Year?

Autumn Term 2: Why was Jesus given the name saviour?

Spring Term 1: How do some Muslims show Allah is compassionate and merciful?

Spring Term 2:What do Christians mean when they talk about the Kingdom of God?

Summer Term 1: Why is the Torah such a joy for the Jewish community?

Summer Term 2:What did Jesus teach about God in his parables?

LKS2-(Kingfisher Class)

Autumn 1:How do Christians show that reconciliation with God and others is important?

Autumn 2:How does a Muslim show their submission and obedience to Allah?

Spring Term 1:Why do Hindus want to collect good karma?

Spring Term 2:What do Christians mean when they talk about the Kingdom of God

Summer Term 1:Why do Humanists use the golden rule as a basis for morality?

Summer Term 2:Is the cross a symbol of love, sacrifice or commitment for Christians?

UKS2 (Owl Class)

Autumn 1: Why is the gospel such good news for Christians?

Autumn 2:What does the Qur’an reveal about Allah and his guidance?

Spring Term 1: Why do Hindus want to collect good karma?

Spring Term 2:Why do Christians think being a pilgrim is a good analogy for life itself?

Summer Term 1:? How did Buddha teach his followers to find enlightenment?

Summer Term 2:How did Buddha teach his followers to find enlightenment?

How is RE taught at Wilby School?

RE is taught in weekly lessons across the school.

We aim to provide an RE Curriculum that is exciting, relevant and challenging and enables all pupils to achieve the very best standards in their learning. Our school motto and Bible reading encapsulate this core belief:

'Have faith and strive to achieve, leaving no one behind.'

We follow the Suffolk agreed syllabus for RE and use the multi-faith scheme called 'The Emmanuel Project' (Diocese of St Edmundsbury and Ipswich) to support our delivery of the learning themes and key concepts for all major world faiths. 

In addition to this, our RE curriculum is enriched through additional focus days/mini-topics throughout the school year. This could be through a ‘Light Day’ as an alternative to Halloween or perhaps a day exploring different religious festivals including Trinity Sunday.

The Emmanuel Project (RE scheme of work) uses an ‘Enquiry Based’ Model of learning into religions and world views and therefore children tend to move through a cycle of learning for each unit taught.

The scheme, which provides for the requirements of the 2023 Suffolk Agreed Syllabus for RE,  combines a blend of theology, human and social sciences and philosophy to enable children to develop a better and more balanced understanding of religion and world views. The three disciplines are present in each key stage but with the emphasis shifting slightly, so that human and social science may be more obvious in the Early Years and Key Stage 1 and theology has more focus at Key Stage 2.

 Each 'Enquiry' must:

  • include examples of the lived reality of the religion or worldview, which reflect a selected belief or concept. Examples must include a balance of texts and stories, community practices e.g. celebrations, and individual lifestyles e.g. food rules. This ensures the enquiry is rooted in human and social science.
  • unpack and illustrate an important belief or concept in the religion or worldview. The beliefs or concepts required are specified. This ensures the heart of the enquiry is theological.
  • inform and support pupils as they talk about ‘big’ questions. Six ‘big’ questions are specified for KS1 and eight for KS2. This ensures the enquiry is connected to philosophical thinking.

Systematic Enquiries provided for by the Emmanuel Scheme

In each ENQUIRY,  the scheme provides opportunities for pupils to:

ENGAGE - draw on experiences which create a link / bridge to a religious belief or concept e.g. personal experiences, or experiences in a story, film or picture

ENQUIRE - puzzle over an artefact or story which will lead into the Enquiry question - consider the Enquiry question and ask what they need to find out and how they could go about it.

EXPLORE - interact with, and ask questions about the meaning, origin, context or use of stories, sayings, art or songs which express the belief or concept - visit, sometimes virtually, places of worship focussing on artefacts, symbols or celebrations, that express the belief or concept, and talk about these.

EVALUATE - recall important facts from their learning, using subject vocabulary correctly e.g. believe, God, pray, celebrate - ask whether they can answer the Enquiry question, sharing ideas as a class

EXPRESS - share both their learning, and their own ideas, with others, through various means e.g. writing, art, craft, dance, drama

EXTEND - puzzle over the related ‘Big’ question together, collecting different ideas, and learning to listen carefully to others - make simple links between the ‘Big’ question and the beliefs and traditions of people they have met /learned about

Use of precise questions

In order to completely fulfil the requirements of the 2023 Agreed Syllabus teachers must also frame a ‘rich and precise’ question for each ENQUIRY; this must clarify what learning about religions and worldviews is to take place. Whenever possible the questions should include the name of the religion or worldview and the belief or concept.

Example: Why is learning to do mitzvot so important to Jewish families? Not: What do Jewish families do?