By Dr Rosemary Webb, Rosemary Webb
This article discusses the idea and perform of numerous vital parts of cross-curricular paintings in fundamental colleges. It makes use of the nationwide Curriculum Council's different types of subject matters, talents and dimensions to check what's desirous about such perform and to think about its present prestige in faculties and destiny possibilities.; supplying functional feedback for extra good- proven components reminiscent of environmental experiences, it additionally examines topical yet under-represented topics, talents and dimensions akin to media schooling, student self-assessment and self-discipline. The authors argue that cross-curricular perform either contributes to nationwide Curriculum specifications and offers those necessities total coherence. pass- curricular perform additionally permits young ones to strengthen the information, talents and ideas which are of price in dealing with, and having fun with, the complexities of the twenty first century. feedback are supplied on tips to supply management and stimulate employees curiosity in those components by way of reviewing present regulations, instructing and assets.
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Extra resources for Cross-Curricular Primary Practice: Taking A Leadership Role (Handbook for Students and Newly Qualified Teachers)
Many other teachers had been looking at these sorts of issues in both primary and secondary schools and finding ways to involve children in the assessment process. In secondary schools this led to the rapid expansion in the use of records of achievement during the 1980s and the implementation of a National Record of Achievement in the 1990s. Teachers had found that involving children in the assessment process encouraged them to become more active participants in their learning. This showed in higher levels of motivation and greater awareness of the range of their achievements: both academic and ones that went beyond the classroom.
Previous Research There is no shortage of excellent texts on classroom management and control. Many of these are aimed at new teachers and provide helpful checklists encouraging teachers to think about their practice and to analyse situations where discipline works well or where discipline is a problem. (For reviews see Docking, 1987; Graham, 1988; Johnstone and Munn, 1987 and Topping, 1983). There is, of course, no infallible recipe for achieving good discipline in the classroom. If one existed, we would surely have found it by now.
KYRIACOU, C. (1986) Effective Teaching in Schools, Oxford, Basil Blackwell. LACEY, C. (1970) Hightown Grammar: The School as a Social System, Manchester, Manchester University Press. , STEEL, D. and YOUNG, P. , London, Croom Helm. , JOHNSTONE, M. and CHALMERS, V. (1992) Effective Discipline in Primary Schools and Classrooms, London, Paul Chapman. NASH, R. (1976) ‘Pupil expectations of their teachers’, in STUBBS, M. and DELAMONT, S. (Eds) Explorations in Classroom Observations, London, Wiley. PRING, R.