By Tim Bowen
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Extra resources for Attitude : Teacher's Edition 3
What is it that makes each subject unique in the way in which it is taught, learnt and used as a vehicle for learning? We suggest this as a starting point for developing cross-Â�curricularity rather than just looking at how basic knowledge can be shared through specific projects that you might design. The first case study in this chapter is a review of the Key Stage 3 history curriculum at Copleston High School on the outskirts of Ipswich in Suffolk. It emphasises how the development of a locally-based curriculum can help develop high motivation in both pupils and staff and give the pupils a very real insight into who they are and why their local area is important to them.
There is greater argument about context here also. Some of our most inspirational memories of teachers, from all our school days, were teachers who were able to make the work fit into a ‘real’ context. We were inspired by lessons that seemed to sit within a context that was outside of the classroom in which we worked. In one local project recently, pupils were asked to compose a piece for a local event, a real event, to commemorate the local football legend Sir Stanley Matthews whose statue was to be unveiled in the city centre high street.
As we have seen in all our case studies, while these examples of curriculum development all touch on aspects of the geography curriculum (some of them in a very basic way), they all extend outwards from this very rapidly and encompass a very broad range of subject areas. Therefore, an area-Â�based curriculum development approach of this type is very closely related to a cross-Â�curricular approach to teaching and learning. Elsewhere, this has been defined as follows: A cross-Â�curricular approach to teaching is characterised by sensitivity towards, and a synthesis of, knowledge, skills and understandings from various subject areas.
Attitude : Teacher's Edition 3 by Tim Bowen