Cross-Curricular Learning 3-14

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.

Hersteller:	SAGE Publications
Anschrift:	1 Oliver's Yard 55 City Road GB-EC1Y 1SP London
Verantwortlicher:	Zeitfracht Medien GmbH
Anschrift:	Ferdinand-Jühlke-Straße 7 DE-99095 Erfurt

Jonathan is a Visiting Senior Research Fellow at Canterbury Christ Church University and a National Teaching Fellow.  He has taught and researched for the last 50 years throughout Asia and Africa and in primary, secondary schools and prisons in England. He was a primary head teacher between 1992 and 2000. Since then he has combined work in primary Initial Teacher Education with continuing research and teaching in the arts and humanities in primary and nursery education.  His books and published research on Cross-Curricular Learning, teachers' values and diversity are widely used throughout teacher education. In 2017 with peace activist Alex Ntung Jonathan founded Education4diversity, a charity dedicated to humanising, valuing and celebrating diversity through dialogue and education.

We see the world through cross-curricular eyes and as such this book is a wake-up call for educators of all ages to ensure that they think carefully how, why and if cross-curricular teaching is appropriate. Chapter 2 s Cross-Curricular Taxonomy, especially, opened my eyes to the differing aims and purposes that might underlie different sorts of cross-curricular planning. Through well-chosen case studies, the pitfalls and possibilities become much clearer so teachers can think through their approaches to the curriculum, therefore teaching pupils better and being true to each subject s unique lens on the world.

Anthony Barlow