Skills Progression

RE

Subject content  - Birmingham Agreed Syllabus 2007

Dispositions

Y1 

I. Learning from faith

The dispositions of pupils will be developed using the treasury of

religious traditions and, by having regard to key questions [see

non-statutory material at www.birmingham-asc.org.uk], pupils at

this Key Stage should grow intellectually, affectively/emotionally,

and practically by being enabled to:

• consider reflectively matters that are of real and immediate

  concern to them and others, and to discuss these personal

  concerns.

• give attention to what is precious to them and to others in their

  home and school environment.

• begin to form the capacity to evaluate by learning to ask

  questions and to listen to others, empathising and thinking

  about whether they agree or disagree.

• consider and express those spontaneous feelings, which are

  related to, or may lead to, worship (and various other spiritual

  exercises), and to expressions of wonder, praise, thanks,

  concern, joy and sadness.

• develop dispositions that demonstrate their awareness of

  spiritual, moral and aesthetic values. (see Dispositions, page 11)

• using religious stories and teachings to learn how to share with

  others.

• appreciate the mutual dependence between young people and

  their family and/or carers.

• begin to recognise why people may reasonably differ and to

  work together to find ways of settling differences.

II. Learning about religious traditions

Pupils should be offered a holistic view of religious traditions, their

beliefs, their expressions, and their practical actions. Thus pupils

should be helped to develop their knowledge, their affections, their

dispositions, their abilities/skills and relationships with others in

society by using key questions and:

• listening to, and thinking about, a range of religious stories and

  concepts, and discussing what they might mean.

• considering their reactions, and the reactions of others, to the

  awesome complexity and beauty of the natural world.

• beginning to identify religious ideas and emotions expressed in

  and through the arts (e.g. in music, painting and dance).

• identifying and thinking about the main features of some

  prominent religious celebrations, rituals and forms of worship,

  including the use of silence (It is strongly advised that Christmas

  and Easter are taught at this key stage).

• identifying some important religious symbols, beginning to

  think about what they might mean and developing their

  religious vocabulary.

• learning how religious hopes and commitments practically affect

  personal and community life.

• considering what people from all parts of the world share and

  how animals may depend on what human beings do.

Developing Creativity

(How should we imagine and express what matters?)

· Being Imaginative and Explorative

· Appreciating Beauty

· Expressing Joy

· Being Thankful

Y2 

Developing Compassion

(How and why should we care?)

· Caring for Others, Animals and the Environment

· Sharing and Being Generous

· Being Regardful of Suffering

· Being Merciful and Forgiving

Y3 

I. Learning from faith

The dispositions of pupils will be developed using the treasury of

faith. Drawing on the beliefs, expressions and practical actions

of religious traditions and, by having regard to key questions [see

non-statutory material at www.birmingham-asc.org.uk], pupils at

this Key Stage should grow intellectually, affectively/emotionally,

and practically by being enabled to:

• consider reflectively matters of deep concern, and discuss their

  source and nature.

• attend to what many religious adherents treasure and consider

  to be inspiring, and begin to develop their own sense of what it

  is worth living by and for.

• begin to evaluate and start forming judgements by building on

  previous learning, listening carefully to others and thinking

  about whether they agree or not.

• consider and develop expressive and artistic capacities to convey

  those affections and emotions, which may lead to worship and

  prayer, and/or to expressions of wonder, praise, thanksgiving,

  concern, joy and sadness.

• develop dispositions that demonstrate their appreciation of

  spiritual, moral and aesthetic values, imaginatively developing

  empathy for friends and neighbours [see Dispositions, page 15].

• acquire some basic interpretative skills from reading and

  listening to religious stories and teachings.

• understand their dependence and reliance on various social

  institutions (family, community groups and organisations),

  together with a sense of the importance of contributing to them.

• using religious exemplars to inspire collaboration and to resolve

  differences.

II. Learning about religious traditions

Pupils should be offered a holistic view of religious traditions, their

beliefs, their expressions, and their practical actions. Thus pupils

should be helped to develop their knowledge, their affections, their

dispositions, their abilities/skills and relationships with others in

society by using key questions and:

• considering and using a range of narratives and ideas,

  considering the significance of key events from the religious

  past, and learning to appreciate the inspiration, origin,

Developing Community

(How and where should we contribute and relate to others?)

· Being Modest and Listening to Others

· Cultivating Inclusion, Identity and Belonging

· Creating Unity and Harmony

  (It is strongly advised that some parables and stories about

  Jesus are taught at this key stage).

• beginning to discuss religious thoughts about, and attitudes to,

  the natural world and its scientific study.

• beginning to explore, and think about, the religious ideas and

  emotions expressed in and through the arts.

• developing an awareness of the impact of religious calendars,

  especially the Christian calendar, on social and cultural life, and

  with this, a sense for the way religious life is practised with the

  celebration of various religious festivals, and the reasons for

  them, its rituals and forms of worship, including the use of

  silence (It is strongly advised that the Lord’s prayer and the

  narrative of Easter and the Eucharist are taught at this key

  stage).

• understanding key religious symbols, appreciating their

  significance and meaning, and developing key religious

  concepts and vocabulary.

• learning why various religious organisations have been created

  and how they attempt to meet the needs of community life.

• considering religious teaching about human beings and the

  implications of a common humanity.

Developing Choice

(What should we stand for?)

· Being Fair and Just

· Living by Rules

· Being Accountable and Living with Integrity

· Being Temperate, Exercising Self-Discipline and Cultivating Serene Contentment

Y4 

Developing Community

(How and where should we contribute and relate to others?)

· Being Modest and Listening to Others

· Cultivating Inclusion, Identity and Belonging

· Creating Unity and Harmony

· Participating and Willing to Lead

Y5 

Developing Commitment

(What ventures should we undertake?)

· Remembering Roots

· Being Loyal and Steadfast

· Being Hopeful and Visionary

· Being Courageous and Confident

Y6 

Developing Contemplation

(How do we come to understand what matters?)

· Being Curious and Valuing Knowledge

· Being Open, Honest and Truthful

· Being Reflective and Self-Critical

· Being Silent and Attentive to, and Cultivating a Sense for, the Sacred and Transcendence