By Chris Rowley, Hilary Cooper
What does an built-in basic curriculum appear like? How can cross-curricular paintings aid kids to benefit extra successfully? With useful rules on tips to join-up the first curriculum, Cross-Curricular techniques to the first curriculum makes use of background and geography to discover assorted contexts and techniques for making hyperlinks among topics, in order that studying is extra built-in and appropriate to newcomers. It additionally demonstrates how those topics can function the root upon which values could be constructed within the curriculum. There are robust case reports, together with examples of students' paintings and speak, and academics' reflections. A spouse web site comprises additional examples. Chris Rowley and Hilary Cooper collect a bunch of practicing lecturers and collage tutors who supply feedback on cross-curricular techniques to educating, maintaining values schooling on the center. This booklet may be precious to practicing basic academics, pupil academics and all these all in favour of curriculum layout. Chris Rowley is within the college of schooling on the collage of Cumbria and is a Member of the Geographical organization and SAPERE, The Society to increase Philosophical Enquiry and mirrored image in schooling. Dr Hilary Cooper is Professor of background and Pedagogy on the college of Cumbria Ambleside Campus
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How can we learn to value ourselves and others through thematic work supporting the development of children’s knowledge and understanding of the world in the Foundation Stage? Jan Ashbridge and Jo Josephidou Chapter introduction Jan Ashbridge of the University of Cumbria works with Jo Josephidou of St Bernadette’s School, Lancaster, to investigate how the Foundation Stage curriculum often provides us with excellent examples of the development of values through the humanities. Specifically they look at how children with English as a second language demonstrate a wealth of knowledge about other countries, and how their values develop as this knowledge is assimilated.
It is within this context, and with this philosophy, that the following project was developed. It has been a collaboration between a classbased Reception teacher and her team, and a senior lecturer in Early Childhood Education from one of the local universities. Rowley-Ch-02:Rowley-Ch-02 22 01/07/2009 6:49 PM Page 22 CROSS-CURRICULAR APPROACHES TO TEACHING AND LEARNING Planning What next? Experiences and opportunities, learning environment, resources, routines, practitioner’s role. The child Start Here Observation Look, listen and note.
K: It’s very old because it’s scraped. M: It stayed very long in the rain … they are all very old … they are not ours … it smells like when it was first used … they smell like when they are old. N: Inside it’s dusty. Their understanding of the olden days varied: M: It was then you need fire to put light … candles K: The olden days is not like now … children were allowed to act at the circus. ) What does this mean about young children’s understanding of specific historical and geographical concepts?