Calendar Dates
- KS1 SATs WEEK 1 17th May 2022
- KS1 SATs WEEK 1 18th May 2022
- KS1 SATs WEEK 1 19th May 2022
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Subject content - Birmingham Agreed Syllabus 2007 |
Dispositions |
Y1
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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.
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Developing Creativity (How should we imagine and express what matters?) · Being Imaginative and Explorative · Appreciating Beauty · Expressing Joy · Being Thankful
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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
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Y3
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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.
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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
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Y4
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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
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Y5
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Developing Commitment (What ventures should we undertake?) · Remembering Roots · Being Loyal and Steadfast · Being Hopeful and Visionary · Being Courageous and Confident
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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
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