Cross-Curricular Learning 3-14

Jonathan Barnes

• Publisher: SAGE Publications Ltd
• Year: 2015
• ISBN:
  9781473918306
• Edition: 3
• Topic: Education
• Subtopic: Education Curricula

This third edition explores the key practical and theoretical issues underpinning cross-curricular teaching and learning across the early years, primary education and lower secondary school. Combining findings from research and educational theory with examples of thought-provoking teaching in schools, this textbook discusses how high quality teaching across different curriculum areas can be planned, taught, assessed and used to encourage creative and deep learning experiences.

Revised and updated to reflect current curriculum policy and contemporary research, this third edition includes:

· Coverage of the 2014 National Curriculum in England and the implications for cross-curricular practice

· More case studies from across the curriculum, from different age groups and exploring different aspects of teaching

· Improved coverage of cross-curricular practice in the Early Years Foundation Stage.

Index

• Added to a page number ‘f’ denotes a figure or illustration and ‘t’ denotes a table.

• Abbs, P. 174, 208, 289
• abstract thinking 139
• academies 21, 61, 117, 196, 221, 233, 306, 319
• accelerated learning 175
• acceptance 187
• accommodation 16
• accomplishment 195
• achievement 2, 79, 116, 119, 125, 130, 146, 188, 275, 280, 298, 299
• action researchers 287
• active learning 52, 159
• activity 16, 51, 60, 112, 181
• Adey, P. 159, 161
• adult-dominated curriculum 2, 15
• adults
  • informed view of twenty-first century 223–225
  • learning from 193
  • relationships with 115
  • views on education 210–211
• Advanced Skills Teachers 55
• Ainscow, M. 122, 268
• Ajegbo report (2007) 119
• alcoholism 43
• Alexander, R. 51, 111, 114, 178
  • see also Cambridge Primary Review
• amygdala 147f, 148, 149
• analytical teachers 122
• analytical thinking 163
• appreciation 116
• Area Based Curriculum 104
• areas of learning 59, 60
• art(s)
  • as a curriculum subject 53, 55, 59, 67, 69, 268, 285, 294
  • impact on education 197
  • language in 177
  • working with local organizations/bodies 22
• Art/Design 55, 170
• artefacts 124
• Article 12 (UNCRC) 232
• assessment 245–265
  • of child’s capability 194
  • early forms of 246
  • of engagement 262–264
  • formalized 247
  • functions 247
  • performances of understanding 240, 253–258, 294–295
  • significant and long-lasting 246
  • of well-being 248
  • see also formative assessment...

Table of contents

• Cover
• Table of Contents
• About the Author
• Preface
• Acknowledgements
• Introduction
• What should Schooling in the Twenty-First Century Look Like?
• Cross-Curricular Policy and Practice
• What Does Good Cross-Curricular Practice Look Like?
• Social Perspectives on Learning
• What Does Neuroscience Tell Us About Cross-Curricular Learning?
• Psychology and Cross-Curricular Learning
• The Pedagogy of Cross-Curricular Learning
• What Values Should We Apply?
• What Themes are Suitable for Cross-Curricular Learning?
• How Can We Assess Cross-Curricular and Creative Learning?
• How Should We Plan for Cross-Curricular Activity?
• Key Issues for Debate