By Dr Rosemary Webb, Rosemary Webb
This article discusses the idea and perform of a number of vital parts of cross-curricular paintings in basic faculties. It makes use of the nationwide Curriculum Council's different types of topics, abilities and dimensions to ascertain what's keen on such perform and to think about its present prestige in colleges and destiny possibilities.; supplying useful feedback for extra good- verified parts reminiscent of environmental reports, it additionally examines topical yet under-represented subject matters, abilities and dimensions equivalent to media schooling, scholar self-assessment and self-discipline. The authors argue that cross-curricular perform either contributes to nationwide Curriculum requisites and offers those requisites total coherence. move- curricular perform additionally allows little ones to boost the information, abilities and ideas which are of price in dealing with, and having fun with, the complexities of the twenty first century. feedback are supplied on the way to supply management and stimulate employees curiosity in those components via reviewing current guidelines, instructing and assets.
Read or Download Cross-Curricular Primary Practice: Taking A Leadership Role (Handbook for Students and Newly Qualified Teachers) PDF
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Additional info for Cross-Curricular Primary Practice: Taking A Leadership Role (Handbook for Students and Newly Qualified Teachers)
And SELBY, D. (1988) Global Teacher, Global Learner, London, Hodder and Stoughton. SIMPSON, M. (1989) Differentiation in the Primary School: Classroom Perspectives, Aberdeen and Dundee, Northern College. STEVENS, C. 29–30. STEVENS, C. (1995) ‘In search of a sense of achievement’, Times Educational Supplement, 14 April. TRICKER, M. (1992) ‘Support work in primary classrooms: Some management concerns’, in VULLIAMY, G. and WEBB, R. (Eds) Teacher Research and Special Educational Needs, London, David Fulton.
The process might be: • • • • Stage one: In teaching you set out clearly to the children the learning outcomes that you expect and what you will be looking for in their work. Stage two: You ask the children to look out for these things as they work, so that when you come and talk to them as they are working they are able to tell you how they are getting on and you can help them see where they are on target and support them where they are having difficulties—possibly modifying expectations for some individuals.
One problem of manageability of assessment is getting round all the children to check that these outcomes have been achieved and by whom. ’ The underlying issue here is that this is one more additional task that the busy teacher alone may find there is insufficient time to undertake. Therefore to make pupil self-assessment manageable it needs to become an integral part of normal classroom life. The process might be: • • • • Stage one: In teaching you set out clearly to the children the learning outcomes that you expect and what you will be looking for in their work.