Cross-curricular approaches to teaching and learning by Chris Rowley, Hilary Cooper

By Chris Rowley, Hilary Cooper

What does an built-in basic curriculum seem like? How can cross-curricular paintings support teenagers to profit extra successfully? With useful rules on how one can join-up the first curriculum, Cross-Curricular ways to the first curriculum makes use of heritage and geography to discover varied contexts and methods for making hyperlinks among topics, in order that studying is extra built-in and suitable to rookies. It additionally demonstrates how those topics can function the root upon which values could be built within the curriculum. There are robust case reports, together with examples of students' paintings and speak, and lecturers' reflections. A spouse site comprises extra examples. Chris Rowley and Hilary Cooper assemble a bunch of practicing academics and college tutors who supply feedback on cross-curricular methods to instructing, preserving values schooling on the center. This publication should be precious to practicing basic academics, scholar academics and all these fascinated with curriculum layout. Chris Rowley is within the school of schooling on the college of Cumbria and is a Member of the Geographical organization and SAPERE, The Society to boost Philosophical Enquiry and mirrored image in schooling. Dr Hilary Cooper is Professor of heritage and Pedagogy on the collage of Cumbria Ambleside Campus

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Mathematics plays a particularly important role in developing further the concept of time lines. On the Monday of this themed week each group of children involved is given an envelope (detailing the work they must do) but they are not allowed to open it until Thursday. The early part of the week is spent preparing for the task – which is titled, ‘Who are We Really’? – by doing some suggested activities on the ‘Invaders and Settlers’ theme. Creating a themed week of teaching on history is an enticing prospect – for some of us at least – but creating and maintaining that theme in a meaningful way is not easy; less easy when an essential part of the week is to reflect on the shared cultural values and ideas we have about who we really are.

41 humble time-line. Wicked historians such as myself ask how will we know who came first, the Vikings, Saxons or the Romans, unless we use a time line? We need to make this humble instrument work harder, for it can help us to see the interconnectedness of history. For only then can we see that there are not English but Mesolithic settlers, Romans, Moors, Celts, Saxons, Vikings, Scottish, Irish, and so on. Stow (2005), in summarizing thinking on values in history teaching, points out that an explicit value of the teaching of history has been to, ‘inculcate children with certain values and attitudes’.

Doing this meant that they had to explore and examine difference, between them and the bear and between each other. The playful, play-based and child-initiated learning that came from this, supported them in exploring and understanding more about the world of the bear and, by association, their own world and that of others around them. Knowledge and understanding of the world and core values The emerging values which the children were exploring were their own identities, valuing themselves and each other, valuing their own culture and that of a community they live in.

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