Cross-Curricular Learning 3-14SAGE, 5 mars 2015 - 376 sidor This third edition explores the key practical and theoretical issues underpinning cross-curricular teaching and learning across the early years, primary education and lower secondary school. Combining findings from research and educational theory with examples of thought-provoking teaching in schools, this textbook discusses how high quality teaching across different curriculum areas can be planned, taught, assessed and used to encourage creative and deep learning experiences. Revised and updated to reflect current curriculum policy and contemporary research, this third edition includes: · Coverage of the 2014 National Curriculum in England and the implications for cross-curricular practice · More case studies from across the curriculum, from different age groups and exploring different aspects of teaching · Improved coverage of cross-curricular practice in the Early Years Foundation Stage. |
Innehåll
Social Perspectives on Learning 55 What Does Neuroscience Tell Us About CrossCurricular Learning? | |
Psychology and CrossCurricular Learning | |
The Pedagogy of CrossCurricular Learning | |
What Values Should We Apply? | |
What Themes Are Suitable for CrossCurricular Learning? | |
How Can We Assess CrossCurricular and Creative Learning? | |
How Should We Plan for CrossCurricular Activity? | |
Key Issues for Debate | |
References | |
Websites | |
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accessed 21 July activity adults aims areas argued arts assessment attitudes Barnes behaviour brain Bronze Age challenge Chapter child child’s classroom consider context creative Cremin cross crosscurricular approaches crosscurricular learning crosscurricular teaching Csikszentmihalyi culture curricular Damasio David Fulton Design/Technology discussion emotional engagement English English Heritage environment example experience Facebook feel fMRI formative assessment Foundation Stage Geography global haiku help children human ideas Illustration impact important individual intelligence involved Key Stage language learners lives London meaningful mind motivation multidisciplinary National Curriculum neuroscience neuroscientists Ofsted opportunities pedagogy Perkins physical planning play positive practice primary school progression promote PSHE psychologists pupils Reggio Emilia relationships relevant responses Routledge Science sense shared skills and knowledge social subject knowledge suggests sustained teacher education teaching and learning technologies theme thinking twentyfirst century understanding UNICEF values wellbeing Whilst