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English across the curriculum

PGCE Core 2 English Tuesday January 24 th 2012. English across the curriculum. Thinking across curriculum boundaries. English across the curriculum. How is English a platform for making cross-curricular links?. English across the curriculum. UP-sides. downsides.

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English across the curriculum

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  1. PGCE Core 2 English Tuesday January 24th 2012 English across the curriculum

  2. Thinking across curriculum boundaries

  3. English across the curriculum • How is English a platform for making cross-curricular links?

  4. English across the curriculum UP-sides downsides Lack of clarity – is this history or is it English? Not all aspects of English development can be taught in context (e.g. phonics, spelling, handwriting) Teachers may not fully take account of which English skills are needed to talk about, read or generate text in the partner subjects • Learning is given a context which supports motivation and enjoyment • Learning can be across several subjects simultaneously which is time efficient • More opportunities to think creatively for both teachers and children • Less stark contrast philosophically between early years and KS 1 & 2

  5. Y3 Non-Fiction Unit Information Texts Research a particular area (based on own interest or wider curriculum) using reference materials (books, IT sources). Use library classification systems to find books. Locate, read and note relevant information. Decide how to present information and make informed choices by using structures from different text types. Work collaboratively on an ICT-based presentation which includes different text types.

  6. Creative labels for artefacts • http://archive.teachfind.com/ttv/www.teachers.tv/videos/ks2-history-writing-about-artefacts.html

  7. Possible learning objectives • History KS 2, 5a • 5a – Pupils ….communicate their knowledge and understanding of history in a variety of ways • English KS 2, EN3, 9 (breadth of study) • 9 – imagine and explore feelings and ideas, focusing on creative uses of language • PNS, Y6, Strand 9, Select words and language drawing on their knowledge of literary features and informal writing

  8. Some thoughts for Marwell • What are the possible responses to this venue in relation to English? • How would they link with Science or Maths? • If I wanted to plan for a debate, or other talk-based activity, what would I do pre-trip and at Marwell that would set that up for post-trip? • If I wanted to create a non-fiction book how would they gather information ? • If I wanted a particular text type as my final outcome how much pre-trip preparation would that take; how would they know enough to write about; how would they know about the genre; and would the children write anything on the trip or when they got back?

  9. Most importantly… Have fun and see the venue through children’s eyes

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