Cross Curricular Approach Essay

Learning provision for literacy development is important for pupils for several reasons. When pupils are developing their language skills they are learning to communicate with others in a variety of ways through speaking reading and writing. The three areas of language interact with each other to promote the child’s self expression and imagination. Children need to be given opportunity’s to use and extend their language in all subject areas so they can develop higher level thinking. [ Louise burnham, Brenda Baker,2010,pg206]

Cross-curricular learning often refers to combining various discrete subject in the curriculum together. When applied to a primary school setting this creatively engages young minds in projects which encourage imagination and active learning. Barnes (2015) states that cross-curricular methods can be an effective way to teach ethical solutions, build individual and group motivation, sustain interest and raise standards. As well as exploring how cross-curricular approaches improve teaching and learning, this rationale will look at the idea of ethical enterprise and highlight concerns over cross curricular approaches leading to confusion and misconceptions within children.

The objective of EDC141: The Numerate Educator was for students to obtain the chance to develop their mathematical skills, build mathematical competency, and positively chance their disposition (as a pre-service teacher) towards the importance and the functionality of maths. The key to success is to learn from one’s mistakes and work (by practicing mathematical questions) to further improve one’s results. This I managed to do by increasing my Mathspace results from 64% to 68% (as shown in Appendices 1A). The Australian Curriculum focuses on developing student’s capabilities in six areas: number, Algebra, Geometry, measurement, statistics and probability. Using evidence from the Mathspace test results, the NAPLAN results and activities of ‘What

If you are supporting pupils literacy development you will need to be aware of your schools English or literacy policy. This will outline your schools approach to the teaching of reading, writing, speaking and listening and should follow local or national guidelines. In England and Wales, the National Primary Literacy Framework outlines the structure for the teaching of literacy. It shows 12 strands of learning which a child must be taught throughout

Competence and confidence in literacy, including competence in the three major areas, reading, writing, speaking and listening, are essential for progress in all areas of the curriculum. To broaden and enhance children’s literacy skills, opportunities need to be given by providing them with a wide range of different contexts in which to use and practice there skills. With reference to the aims of the Primary Framework for Literacy ‘To support and

The aims and importance of learning provision for numeracy development are to ensure all students understand that maths is a vital part of everyday life and will continue to be used throughout their life. Primary schools will teach students to learn various methods and techniques to be able to reach the correct answer. The end goal means more students will be able to solve a mathematical problem, independently, using a method that suits them. They can then develop their learning to improve their knowledge and apply it to real life situations; such as counting in groups of numbers such as 5’s or 10’s, which in turn can be applied when paying for

In 2008 the new curriculum for the foundation stage in wales began its roll out. Its aim was to bring consistency and continuity to children’s education, thus transforming early year’s education in Wales. The principles on which the curriculum is based are that children should be provided with a good basis for future learning and the ability to apply their learning to everyday situations. Leighton Andrews, the former education minister, said in an article on the Welsh Government website that the curriculum was designed “to allow all children to flourish whatever their stage of development or learning ability” (Andrews, 2010). The Framework for Children’s Learning for 3 to 7 Year olds in Wales (here forth known as ‘The Framework’) outlines 7 key areas of learning. These are ‘Personal and social development, well-being and cultural diversity’, ‘Language, literacy and communication skills’, ‘Mathematical development’, ‘Welsh language development’, ‘Knowledge and understanding of the world’, ‘Physical development’ and ‘Creative development’. The curriculum focuses on holistic learning, meaning that whilst there are 7 separate areas of learning, they are to be taught in a way which entwines them together allowing for children to develop skills such as everyday problem solving by understanding that mathematics is not merely a school subject but a skill which is used in everyday life.

In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.

The aims and importance of learning provisions for literacy development is to give children the opportunities and possibilities open to them and benefit from more effective teaching of reading and to marrow the achievement gap between disadvantaged students and their peers. The importance of reading is at the heart of this insight as pupils that can read are more likely to have a more positive future. They will be more likely to do well in school and get good qualifications and have a rewarding career later on. Compared to those who are constantly at a disadvantage.

'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. On top of that I'd be exploring the issues raised of adopting a cross-curricular approach and the implications of using a theme-based

There were no child centred curriculum and it began to look at children as children and how to improve the organisation of the school system. Then finally in 1988, the National Curriculum was introduction to what we have now currently. The main core subjects are English, Maths and Science with other foundation subjects. The National curriculum will allow us to compare school’s results. There has been a lot of change over these past 200 years that have changed our education for the good (Wakeling,

Avery had once thought that taking up the cross was a vehicle that religious fanatics drove to church. But now that she had a synergistic blending of the meanings of symbols and the flow of life, she found herself with a hint of enlightenment. Once she understood that the cross is a simple symbol that represents the way, she finally had a glimpse of this light. Her evolution so far had been painful and rushed, only thirty years, and now she was back where she had started, a childlike place of love and forgiveness. She realized that the tiny seed she had always been would continue to thrive through trials and flourish eternally as the love of the universe. She was sure that she would forget her part again and again, but occasionally

Assignment two - Research essay demonstrating knowledge, understanding and critical commentary on key education priorities Numeracy as a key Priority in Australian Schools. Key Policies and Drivers that have led to numeracy being a key priority. There has been a recognition that Australian schools require improvement in their numeracy performance. Thus, numeracy has become a key national priority for all Australian schools (Department of Education and Early Childhood Development, 2009). Numeracy skills are an essential part of daily life and necessary for the workplace, therefore, there needs to be an emphasis on improving numeracy skills in order to prepare students for life outside of school.

The National curriculum states that in Mathematics teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is

The workforce has developed rapidly over the years in relation to policy and statutory frameworks, with an emphasis upon the national curriculum in relation to literacy. The frameworks is influenced by political aspects by theoretical and political aspects. This has been reflected within practice as policy brings change and implications for practitioners and managers. Research has gone a long way to implement the revised national curriculum which was due to the concerns raised due to the fact as a country we are falling behind on the national league tables as we are in position 23 (DfEE, 2013), which is quite disappointing as English is our first language within Britain, and we have made no improvements within the last three years (DfEE, 2013).