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Principles (How we teach (ART & Design (The aim (p. 176): …

- - - - The Lincolnshire Agreed Syllabus sets out what good religious education should look like (Lincolnshire County Council, 2018-2023). They argue that it is important to develop the pupils’ knowledge and understanding of Christianity, but also different world religious views. Pupils should also focus on concepts as well as content, within the context of enquiry based learning. Finally, the syllabus demonstrates the value of using and exploring authentic religious material with the children, such as sacred texts (p.8). Using authentic material can be a visual aid for some pupils, supporting their understanding.
  - - - Within this section we will explore the aims and purpose of each foundation subject within the National Curriculum (DfE, 2013). This will allow us to determine what effective teaching looks like within that subject. This will support us in ensuring our resources support these and ensure the best possible learning outcome for the pupil.
  - - - Know and understand significant aspects of history and of the wider world
      - Understand historial concepts such as changes over time and raising historical questions. This supports the pupils in developing critical thinking skills, which can be applied to over areas of the curriculum.
      - Gain an understanding of different historical contexts
  - - - Develop a contextual understanding and knowledge of local and global geography
      - Understand and apply human and physical geography
      - Collect and analyse data such as maps
      - Interpret information from a range of sources
  - - - The national curriculum for physical education aims to ensure that all pupils:
        
        develop competence to excel in a broad range of physical activities
        
        are physically active for sustained periods of time
        
        engage in competitive sports and activities
        
        lead healthy, active lives
  - - - Music: Perform, listen , review and evaluate music.
      - Understand and explore how music is produced and communicated
      - Learn to sing and compose music (p. 196).
  - - - Develop creative and technical expertise
      - Build and apply knowledge and skills to make products for a wide range of users
      - Evaluate and assess ideas
      - Apply and understand principles of nutrition and healthy eating
  - - - Can understand and apply principles for example, algorithms and data representations.
      - Can use written computer programmes to solve programmes.
      - Can be responsible and a confident user of technology.
- - - - The classroom in the world: This looks at how the children can contribute to the wider world.
        Green (2012) states that an awareness of the world around us begins with self-awareness. Once the pupils have self- awareness, they are then able to participate in their communities and in society (p.2). For example, making independent decisions about the environment, poverty, trade and voting. Based on Green's (2012) findings, it is evident that the children need to understand their place in the world before they begin to look at wider issues. Thus, highlighting the importance of pupils understanding their part in the classroom, prior to their part in the world.
      - What is the impact of global learning? Hunt (2012) suggests that 'the inclusion of global learning in curriculum content has a positive impact on pupils' (p.11). Allowing pupils to get involved with global education increases their attainment levels as they feel included, valued and hold a purpose. It also contributs to them morally and socially as global learning enhances the children's understanding of diversity and in gaining cultural respect, having a positive impact in the classroom (Hunt, 2012).
  - - - It also helps children create a positive sense of their own identity.