What does an integrated primary curriculum look like? How can cross-curricular work help children to learn more effectively?
With practical ideas on how to join-up the primary curriculum, Cross-Curricular approaches to the primary curriculum uses history and geography to explore different contexts and strategies for making links between subjects, so that learning is more integrated and relevant to learners. It also demonstrates how these subjects can serve as the basis upon which values can be developed in the curriculum. There are powerful case studies, including examples of pupils' work and talk, and teachers' reflections. A companion website contains further examples.
Chris Rowley and Hilary Cooper bring together a group of practising teachers and university tutors who offer suggestions on cross-curricular approaches to teaching, keeping values education at the heart. This book will be invaluable to practising primary teachers, student teachers and all those involved in curriculum design.
Chris Rowley is in the Faculty of Education at the University of Cumbria and is a Member of the Geographical Association and SAPERE, The Society to Advance Philosophical Enquiry and Reflection in Education.
Dr Hilary Cooper is Professor of History and Pedagogy at the University of Cumbria Ambleside Campus
Chapter 8: Thinking Through Environmental Values: Planning for a Long-Term Cross-Curricular Theme Using Local Change and Partnership – Geography, Art and Science
Thinking Through Environmental Values: Planning for a Long-Term Cross-Curricular Theme Using Local Change and Partnership – Geography, Art and Science
Here Chris Rowley of the University of Cumbria works with Cheryl Johnston of Goodly Dale School, Belinda Fear of Elleray Preparatory School and Kelley Sproston of The National Trust, St Catherine's, Windermere. The chapter investigates the impact of a two-year project in which children are involved in planning and using a new ‘eco-friendly’ learning building created for The National Trust's ‘Footprint Project’. It emerges that the children moved through a series of changes in their vision of both the building and the environment during the ...