Prior to the introduction of the National Curriculum to schools in 1989, the Government had an interest in what was happening in schools but merely set out very few specific requirements in regards to the curriculum taught to the pupils. Instead the control was given to local educational authorities, which ran some schemes in schools. The consequence of this lack of guidelines, was the teaching being largely responsible for determining what was taught. This resulted in there being no national cohesion on what was being taught and how pupils were performing from a national perspective (The Children, Schools and Families Committee, 2009).
Adding to this, Ewens (2014) notes how prior to the National Curriculum, teachers commonly deployed a cross curricular strategy; highlighting that the cross curricular strategy is one that bridges the divide between a subject centred and a child centred curriculum. Nevertheless, Ewens adds how the strategy fell favour to a discrete approach partly due to Ofsted’s inspection methodology reinforcing subject teaching and partly due to the approach delivering a narrow coverage of subjects, with invalid links across them. This research influenced the appended medium term plan as original...
... middle of paper ...
...eeds of the pupils. Adding to this, Siraj and Taggart (2014) report research findings that show that teachers who worked in excellent and good schools were more likely to be sensitive to their pupil’s individual needs and, as a result, personalise their learning experiences through various methods of differentiation.
The research also found that poorer schools were generally less sensitive to the needs of the pupils, and consequentially did not plan to the different abilities; perhaps suggesting that differentiation not only has a positive impact on pupil progress, but also on the overall quality of the school. This is corroborated by Rojas-Drummond & Mercer (2003), Bruner (2006) and West & Muijs (2009) who believe that well planned and informed differentiation, delivered through a cross curricular approach, is vital in increasing all pupils’ engagement and progress.
Need Writing Help?
Get feedback on grammar, clarity, concision and logic instantly.Check your paper »
- 'Making cognitive connections, within subjects and between subjects...' ( Piaget 1977, Cockburn and Haylock 2008,Rose 2009) is an aspect of cross-curricular learning. Generally speaking, cross-curricular learning is when skills, knowledge and attitudes of a number of disciplines which are applied to a single experience, problem, question, theme or idea. In simple terms, it's also known as a thematic approach. From this point, I'd be exploring the reasons why a thematic approach should be adopted in the classroom and this approach could deliver the four core subjects in the National Curriculum in Key Stage 1.... [tags: Analysis, Education]
1694 words (4.8 pages)
- Children develop enquiry skills almost autonomously from birth as they begin to make sense of the world surrounding them (Roden et al 2007). At school, during the Early Years Foundation Stage (EYFS) and Key Stage 1, this natural inquisitiveness can be harnessed through scientific enquiry. Giving pupils explicit exposure to real experiences and phenomena can help conceptualise children’s scientific understanding of the world (Harlen & Qualter 2009). These important considerations were contemplated when planning a scientific investigation suitable for a Key Stage 1 setting.... [tags: cross curricular opportunities]
2617 words (7.5 pages)
- How has literacy in schools developed. There is a wide range of literature presenting the importance of developing strong literacy skills in order to prepare pupils for their future lives. Literacy is not just directly linked to employability, an evident area to which young people must bring the skill of effective communication, but also about functioning in day-to-day life, hence the term “functional literacy” (Gordon, 2007) . However I would also further link high literacy levels with research concerning literacy as inseparable from social justice and democracy (see Cox, cited in Gordon, 2007).... [tags: primary school, cross-curricular initiatives]
1469 words (4.2 pages)
- The goals and operational values of the cross-curricular approach are to help the student develop self-regulating (learning-how-to-learn and metacognition) and lifelong learning skills as well as effective democratic citizenship skills (Alahiotis & Stavlioti, 2006; Stavlioti, p. 61; Koustourakis, 2007 p.133; Vars, 2007, p.7). In order to cope with the modern realities, there is a need to move from the traditional organization of curriculum into discrete subjects/discipline areas offering fragmented knowledge, to a more linked and unified approach to knowledge in a holistic way (Alahiotis & Stavlioti, 2006; Marshall, 2005, p.... [tags: Teacher Techniques, Education Innovation]
1361 words (3.9 pages)
- Introduction In this assignment I will justify the place of the following subjects within the primary national curriculum: Geography, History, Physical Education, Religious Education, Drama and Music. The reason I have chosen these subjects is because I have had an experience of them within my teaching placements and within seminars at university. In addition to this, I will analyse the use of cross-curricular learning in primary education and I will aim to explore the benefits and challenges of the approach.... [tags: education, subjects, geography, history]
1981 words (5.7 pages)
- Rational The Olympics has been chosen as the focus of the sequence plan as it has been designed to incorporate a broad range of subjects that engage students in activities all stemming from the theme of the Olympics. These series of lessons work towards development of music skills, movement skills , creativity design modern historical research, and geography knowledge. This theme also fits well with the New National Curriculum. This plan will promote to achieve the overall aim of the learning objectives.... [tags: education, curriculum, teachers]
1813 words (5.2 pages)
- I am applying to the Arts in Education program in order to learn to create cross-curricular connections from an arts-focused standpoint. I currently work in theatre education and have been searching for new ways to connect my curriculum to core academic subjects. One of my frustrations in working in theatre education has been that I am always working as either the education-focused person at a theatre, or as the theatre-focused person at a school. These organizations seldom work together for any sort of comprehensive curriculum.... [tags: Education, School, Teacher, Jorge Luis Borges]
784 words (2.2 pages)
- I have participated in the following co-curricular activities: Student Council: I was elected by my classmates to be the student representative for my class on the Student Council at the Mother of God School in the third, fifth and eighth grades. Girl Scouts: I have been in Girl Scouts from the fourth grade to eighth grade. My troop has performed several service projects which include community improvement such as trash collection from the Potomac River, stuffing stockings filled with presents for the poor during Christmas, and creating jewelry to be sold in the school Christmas bazaar.... [tags: co-curricular activities, ]
682 words (1.9 pages)
- Retaining work relationships with peers and subordinates is considered to be an essential aspect of effective leadership. Leaders/managers should be able to recognize and understand their co-worker’s/supervisor’s strengths, weaknesses, personality types and preferred way of communication. This often results in productive collaboration of the organization leading to the accomplishment of the desired goals. Leaders should also be able to manage diversity at their workplace. Diversity generally strengthens the organization and a diverse workforce is a key to success.... [tags: Culture, Sociology, Cross-cultural communication]
1106 words (3.2 pages)
- Abstract Globalization has made intercultural communication inevitable. Communicating with other cultures characterizes today’s business, classroom, and community. Technology especially the internet has increased the probability that whatever is documented online will be read by someone from another culture. Intercultural communication is of importance in any career field, thus the art of knowing how to communicate with other cultures should be a workplace skill that is emphasized. This is a conceptual paper whose purpose is twofold.... [tags: Culture, Cross-cultural communication]
700 words (2 pages)
- Globalization Is A Multi Disciplinary, Systematic Process Of Cooperation And Competition
- The Psychological Disorder Associated With Bulimia Nervosa
- Is Technology Really A Big Enough Deal?
- Should Cell Phones Use The Classroom?
- `` Shoplifting `` By Baron Of Crimes, Baron 's Wormser
- The Mammoth Cometh By Nathaniel Rich