Cross-Curricular Learning 3-14

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Overview

This book demonstrates planning and assessing cross-curricular instruction to ensure that all curriculum areas are covered and provides examples of what it looks like in the classroom.

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Editorial Reviews

From the Publisher
'Although Barnes shows how the principles for cross-curricular learning are based on research it is a very practical book...This book would be a very valuable source of ideas for discussions with the teaching staff'
-Dennis Fox (Nottinghamshire Association of Governors), Governing Matters

'Inspiring, engaging and thought provoking, this book represents a rich professional resource for principled and reflective educators who want to develop a holistic, values centred approach to learning. Packed with creative examples and young people’s voices as well as intriguing visuals, this highly accessible yet scholarly text is a real gem' -
Teresa Cremin, Professor of Education,
The Open University

'Barnes gives an overview of educational policies that refer to cross-curricular learning. In this new edition, this chapter has been enriched immensely by incorporating recent reports, such as the Rose and Alexander reviews...another one of the many strong features of this book (and why it would be enormously suitable for Teacher Trainees and CPD working parties) are the 'Key questions for discussion''
-Rene Koglbauer, Learning and Teaching Update

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Product Details

  • ISBN-13: 9781412920582
  • Publisher: SAGE Publications
  • Publication date: 1/17/2007
  • Edition description: Older Edition
  • Pages: 280
  • Product dimensions: 6.70 (w) x 9.40 (h) x 0.70 (d)

Meet the Author

Jonathan is senior lecturer in Education at Canterbury Christ Church University. He has lifelong interests in music, geography, history, religion and art. These cross-curricular leanings led him first to teach history and geography and the history of art in two Kent secondary schools in the 1970s, then to become a primary class teacher for most of the 1980s. His passion for relevance and engagement in learning led him to devise a ground-breaking interdisciplinary curriculum based wholly on the school locality in the Kent school of which he was head throughout the 1990s.

Since 2000 as a teacher educator, Jonathan has researched links between the ‘science of learning’, cross-curricular and creative approaches and the well-being of teachers and children. He has taught both children and teachers for extended periods in India, Germany, Kenya and Malaysia instituting innovative curriculum projects. In the UK he has worked with national organisations such as English Heritage, Engaging Places, The Victoria and Albert and Maritime Museums in London as well as being a popular speaker on creative and cross-curricular approaches to teaching. He brought together his wide and disparate experience in a ground-breaking autobiographical Ph D entitled, ‘What sustains a life in education?’ He continues to be involved in teacher education and research involving the links between Arts and well-being at Canterbury Christ Church’s Sidney de Haan Research Centre.

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Table of Contents

What Should Schooling in the 21st Century Look Like?
What Does Good Cross-Curricular Practice Look Like?
What is the Contribution of Neuroscience to Ideas About Cross-Curricular Learning?
What are the Contributions of Modern Psychology?
The View of the Pedagog: 'We learn according to how we are taught.'
What Principles Should We Apply?
What Themes Are Suitable for Cross-Curricular Learning?
How Do We Plan For Cross-Curricular Activity?
How Can We Assess Cross-Curricular and Creative Learning?
Key Issues For Debate

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