Cross-Curricular Learning 3-14

SAGE Publications, 19.01.2007 - 266 Seiten
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'Cross-curricular learning 3-14 provides the reader with a useful blend of examples from practice and theoretical perspectives....This book is more than a useful teaching tool and source of ideas....One of its key messages is a reminder that education needs to focus on the well-being of both children and all those working with them, including teachers' - Journal of Education for Teaching

'It is a thoughtful, well-informed and practical book that offers a strong vision of a holistic approach to learning in schools'-Early Years Educator

'A thoughtful, well-informed and accessible book, offering strong vision of a holistic approach to learning in schools, Jonathan Barnes' new book has much to offer reflective and sensitive educators, who care about the futures of the children they work with' - Anna Craft, Professor of Education, University of Exeter, Reader in Education, The Open University and Visiting Scholar, Harvard University

The new primary strategy is about creativity and flexibility - allowing much more scope for work which brings together different parts of the curriculum. This book helps teachers address the 'why' as well as the 'how', giving background information as well as the techniques to put the theories into practice.

It presents a framework for thinking through the issues as well as the practicalities of cross-curricular work (how to plan it, how to assess it, how to make sure all curriculum areas are covered). There are also plenty of practical examples of effective cross-curricular work in classroom settings.

The book introduces for the first time the scientific and educational evidence which supports the introduction of cross-curricular approaches.

This book is intended for teachers in training, their tutors, and schools, parents and teachers considering a cross-curricular approach to learning. Ideas presented are suitable for children in the 3-14 age group.

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Über den Autor (2007)

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 PhD 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 deHaan Research Centre.

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