Download Cross-Curricular Primary Practice: Taking A Leadership Role by Dr Rosemary Webb, Rosemary Webb PDF

By Dr Rosemary Webb, Rosemary Webb

This article discusses the idea and perform of a number of very important components of cross-curricular paintings in basic colleges. It makes use of the nationwide Curriculum Council's different types of topics, talents and dimensions to envision what's excited by such perform and to contemplate its present prestige in colleges and destiny possibilities.; supplying sensible feedback for extra good- verified parts reminiscent of environmental stories, it additionally examines topical yet under-represented issues, abilities and dimensions similar to media schooling, student self-assessment and self-discipline. The authors argue that cross-curricular perform either contributes to nationwide Curriculum requisites and offers those standards total coherence. pass- curricular perform additionally allows youngsters to improve 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 find out how to supply management and stimulate employees curiosity in those components by means of reviewing current rules, educating and assets.

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1981) Beachside Comprehensive, Cambridge, Cambridge University Press. , FURLONG, J. and JOHNSTON, D. (1981) ‘Disaffected pupils’, Educational Studies Unit, Department of Government, Brunei University. W. (1980) Control and Discipline in Schools, London, Harper and Row. W. (1987) Control and Discipline in Schools: Perspectives and Approaches, London, Harper and Row. S. and WORSHAM, M. (1984) Classroom Management for Secondary Teachers, New Jersey, Prentice Hall. 39 Pamela Munn GRAHAM, J. (1988) Schools, Disruptive Behaviour and Delinquency, London, Home Office Research Study 96, HMSO.

They also saw this as helpful in planning next steps in learning for the children. In looking at such samples of children’s work we find that the context is usually written by the teacher and the assessment decisions are made by the teacher. The child has generally not been involved in these decisions and may have a totally different impression of their work and progress. Some ten years ago this was brought home to me by a chance remark from Joanne, a cheerful Year-5 girl in my class. I saw her as intelligent, confident and very able at mathematics.

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. (1985) Personal and Social Education in the Curriculum, London, HodderStoughton.

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