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

What it Means for Primary-Aged Children to Be Internationally Minded: The Contribution of Geography and History

What it Means for Primary-Aged Children to Be Internationally Minded: The Contribution of Geography and History

What it means for primary-aged children to be internationally minded: The contribution of geography and history
MartinSkelton and GrahamReeves

Chapter Introduction

This chapter looks at the development of international-mindedness in young children, particularly through the contributions made by history and geography. It begins by looking at what it is to learn and at the implications of that for cross-curricular learning, and then looks more closely at what it is to learn history and geography. The chapter then looks at a definition of international-mindedness and the issues of that definition for primary children and their teachers. It then considers the contribution history and geography can make to the development of international-mindedness. Throughout the ...

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