Cross-Curricular Teaching and Learning in the Secondary School... Humanities

Informationen zum Autor Richard Harris is Lecturer in History Education at the Institute of Education, University of Reading. He has chaired the Secondary Committee of the Historical Association, runs in-service training courses and acts as a consultant for various organisations, such as the Council of Europe. Simon Harrison is Deputy Headteacher at Swanmore College of Technology. He has run training events for the Historical Association (of which he is Secondary Committee Chair), Schools History Project and the SSAT. He has also written for the journals Teaching History and CPD Update . Richard McFahn is General Adviser for School's Support and Intervention with responsibility for Humanities. He has run numerous in-service training events for the Historical Association and is a regular workshop leader at the annual Schools History Project Conference. He is a member of the Historical Association's Secondary Committee and a member of the Geographical Association. Zusammenfassung Drawing on case studies taken from a range of innovative secondary schools, and interrogating the use of cross-curricular approaches in UK schools, Cross-Curricular Teaching and Learning in Humanities constructs a research based pedagogy with practical steps for students and teachers as they consider how cross-curricular approaches can be implemented in their own subject areas. Inhaltsverzeichnis Chapter 1: What are the humanities and what is the context for cross-curricular teaching and learning? Chapter 2: Cross-curricular approaches to the humanities how might a school shape its curriculum? Chapter 3: Approaches to Teaching and Learning in the humanities and Beyond Chapter 4: Promoting Enquiry and independent learning Chapter 5: Using talk to support thinking in the humanities Chapter 6: Teaching controversial and sensitive topics Chapter 7: Assessment and Progression within the humanities Chapter 8 Future Directions References ...

Autorentext

Richard Harris is Lecturer in History Education at the Institute of Education, University of Reading. He has chaired the Secondary Committee of the Historical Association, runs in-service training courses and acts as a consultant for various organisations, such as the Council of Europe.

Simon Harrison is Deputy Headteacher at Swanmore College of Technology. He has run training events for the Historical Association (of which he is Secondary Committee Chair), Schools History Project and the SSAT. He has also written for the journals Teaching History and CPD Update.

Richard McFahn is General Adviser for School's Support and Intervention with responsibility for Humanities. He has run numerous in-service training events for the Historical Association and is a regular workshop leader at the annual Schools History Project Conference. He is a member of the Historical Association's Secondary Committee and a member of the Geographical Association.

Klappentext

This book constructs a research based pedagogy with practical steps for students and teachers as they consider how cross-curricular approaches can be implemented in their own subject areas in the humanities.

Zusammenfassung
Drawing on case studies taken from a range of innovative secondary schools, and interrogating the use of cross-curricular approaches in UK schools, Cross-Curricular Teaching and Learning in Humanities constructs a research based pedagogy with practical steps for students and teachers as they consider how cross-curricular approaches can be implemented in their own subject areas.

Inhalt

Chapter 1: What are the humanities and what is the context for cross-curricular teaching and learning?

Chapter 2: Cross-curricular approaches to the humanities how might a school shape its curriculum?

Chapter 3: Approaches to Teaching and Learning in the humanities and Beyond

Chapter 4: Promoting Enquiry and independent learning

Chapter 5: Using talk to support thinking in the humanities

Chapter 6: Teaching controversial and sensitive topics

Chapter 7: Assessment and Progression within the humanities

Chapter 8 Future Directions

References