By Trevor Kerry
How can instructing around the curriculum increase children’s studying? how are you going to plan significant, innovative subject paintings? Cross-Curricular instructing within the basic institution is helping academics plan a extra ingenious, built-in curriculum via offering in obtainable language a purpose and framework for educating around the matters. Illustrated all through with examples of powerful subject paintings in winning faculties, this e-book offers counsel at the underpinning thought and methods to facilitate cross-curricular paintings with youngsters. concerns coated comprise: how teenagers examine constructing the curriculum and lesson making plans instructing and studying in an built-in method at KS1 and KS complete institution ways and staff educating for cross-curricular educating the position of help employees in cross-curricular educating enhancing children’s pondering talents helping young ones with unique wishes utilizing new media and drama to facilitate cross-curricular studying assessing cross-curricular studying. Cross-Curricular instructing within the fundamental tuition offers a lot wanted help for busy scholar and practicing academics. full of useful principles, it bargains an available consultant to all points of introducing an built-in curriculum.
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Additional info for Cross-Curricular Teaching in the Primary School: Planning and Facilitating Imaginative Lessons
The structure of the series of lessons is not far from the Activities Question and answer session Establish key facts – dates, names, local events of the period One or two have memorabilia at home Some have watched TV programmes One has read a story about the evacuation Most have seen Dad’s Army – discuss role of fiction – what’s real what’s not Fashion, rather different, why? Shortages – why? Why didn’t the Germans roll in and invade us like they did Poland? Look at a map – ‘island race’ Collect a fairly random list of ideas or interests Rations, ration cards, what could you buy to eat?
Beginning from the pupil’s initial mind-map the teacher and pupil proceed with the learning in a context where the learning process is itself the subject of discussion. The assessment procedures, too, will reflect the profound learning required. Pupil and teacher explore and agree the ways in which learning is best demonstrated. Over time the kinds of intelligences required (these are discussed in the next section) will all be involved. The approach to learner and learning will be holistic, and the intention will be to explore material in depth rather than cover a syllabus superficially.
Htm; my italics) To redress some of this balance the Qualifications and Curriculum Authority (QCA) has recently attempted to overlay the NC with some intentions about teaching thinking. They are couched in the now-familiar platitudes of government-driven initiatives, and they contain the inevitable agendas about citizens as economic units which are often traced back as far as Callaghan’s Ruskin College speech in 1976 (Docking 2000: 4, 158). The following short extract is typical: Creativity and critical thinking develop young people’s capacity for original ideas and purposeful action.