English across the curriculum

PGCE Core 2 EnglishTuesday January 24th 2012

Thinking across curriculum boundaries

Meaning making

Motivating

Relevant

Contextualised

Purposeful

Coherent

English across the curriculum

How is English a platform for making cross-curricular links?

English across the curriculumUP-SIDES 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

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

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.

Creative labels for artefacts

http://archive.teachfind.com/ttv/www.teachers.tv/videos/ks2-history-writing-about-artefacts.html

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

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?

Most importantly…

Have fun and see

the venue through

children’s eyes