Cross Curricular Approaches to learningDave Drake and Mark Jones

Why collaborate?Who with?What can cross curricular learning look like?How do we know it is effective?.

Making connections and breaking down subject silosA curriculum should

Value ‘knowledge that falls outside traditional subject boundaries’ (QCA, 2005,p.7)

Why collaborate: Breaking down subject silos

QCA (2005) Futures: Meeting the challenge.

A curriculum

….should include opportunities for complex projects that incorporate several subject perspectives…..

…..also recognise that knowledge is not static or compartmentalised and that its interconnectiveness is often the cornerstone of creativity’ (QCA, 2005,p.7)

Why collaborate: Learning with and from others

QCA (2005) Futures: Meeting the challenge.

Personal Learning and Thinking Skills

Within and across subjects

Cross Curricular Dimensions

Why collaborate: KS3 Curriculum

make links between geography and other subjects, including citizenship and ICT, and areas of the curriculum including sustainability and global dimension. 

QCA (2007) National Curriculum Geography: Curriculum opportunities i.

develop reading skills through work that makes cross-curricular links with other subjects.

QCA (2007)National Curriculum English: Curriculum opportunities 4.2c

develop writing skills through work that makes cross-curricular links with other subjects.

QCA (2007National Curriculum English: Curriculum opportunities 4.3g

Why collaborate: KS3 Curriculum opportunities

Who with: which subjects do you link with and would like to ?

Geography HistoryVolcanoes and Pompeii work

Science

Activity one: Proportional arrows for potential collaboration

Art and Design

Existing Links Potential Links

Music

Design Technology

Leading in Learning projectHurricane shelter

Who with: which subjects do you link with and would like to ?

Geography

Existing Links Potential Links

Teacher Cultures

(Hargreaves, 2004 )

Fragmented individualism

Balkanization

Collaborative culture

Contrived collegiality

Who with: what is the culture of your school?

Hargreaves, A. (2004) Changing teachers, changing times; teachers’ work and culture in the postmodern age. London: Continuum.

Who with: what is the culture of your school?

Teacher Cultures

(Hargreaves, 2004 )

Fragmented individualism

Balkanization

Collaborative culture

Contrived collegiality

Moving mozaic

Cross-curricular learning through Humanities/Geography led compelling learning experiences

Wiltshire and Swindon Geography Subject ConferenceDave Drake – Humanities AST

June 2010

Aim of the session

• A method of putting Geography at the heart of new whole school curriculum innovation

• A method of creating a Skills-led curriculum without losing subject identity

• A way to develop meaningful cross-curricular learning experiences using a visual stimulus

OFSTED 2009

Guidance and grade descriptors from September 2009

OFSTED judgement for the extent to which the curriculum meets the pupils’ needs, including where relevant, through

partnerships

The school’s curriculum provides memorable experiences and rich opportunities for high-quality learning…the school may be at the forefront of successful, innovative curriculum design in some areas…as a result, all groups of pupils benefit from a highly coherent and relevant curriculum…

- OUTSTANDING (1)

Cross-curricular learning

Putting Geography at the heart of the curriculum – ALL YEAR!

Who are these teachers talking about?

Who are these teachers talking about?

• ‘They don’t respect other people and their belongings’

• ‘They arrive not being able to spell’

• ‘They can’t make connections between things’

• They have low self-esteem’

Who are these teachers talking about?

• They don’t seem to have any social skills

• Their behaviour in lessons is awful

• “They can’t sit still”

• They’ve spent all year preparing for SATs – They don’t seem to have been taught any Geography at all!

How do we combat this?

What do we want?

• Improve the transitions from primary to secondary school (literacy, SEAL, behaviour, data, PLTS and classroom experiences)

• Stop the ‘Year 7 slide’

• Reduce student disengagement with the curriculum – especially for low attaining students

What do we want these students to be able to do? – most popular suggestions from staff

• Try things themselves• Handle uncertainty• Meet challenges• Deal sensibly with issues• Help each other• Cope with challenge and

accept failure (resilience)• Take responsibility for their

own actions• Listen to others

What do we want these students to be able to do? – most popular suggestions from staff

• Try things themselves• Handle uncertainty• Meet challenges• Deal sensibly with issues• Help each other• Cope with challenge and

accept failure (resilience)• Take responsibility for their

own actions• Listen to others

•Work in groups without an argument starting after 2 minutes!

•Be creative•Make stuff!•Enjoy learning•Feel valued•Feel safe•Adaptable

HOW DO WE ORGANISE THE LEARNING?

Year 7 Curriculum current number of lessons per week

English 4 Humanities 4

Maths 4 Science 4

ICT 2 Art 1

DT 3 Drama 1

Music 1 PE 2

MFL 4 30

15 teachers

Year 7 Applied Hums+ Curriculum for September 2010 current number of lessons per week

English 4 Science 4

Maths 4 Art/DT 4

Music 1 Drama 1

PE 2

Applied Curriculum (Hums+) 10

30

8 teachers*Plus teaching in main feeder Primary Schools

Tutor groups remain the same so smaller classes in Humanities

KS3 Applied Curriculum Learning WheelPLTS focused curriculum

Applied KS3 Hums+ curriculum

Integrate SEALSocial and Emotional Aspects of Learning

• Self awareness• Managing feelings• Motivation• Empathy• Social skills

IntroductionWelcomeSeating arrangementUse of routinesSocial InteractionEnvironment

Early engagementShare clear learning outcomesReview previous learningThe big pictureA quick learning gainRecognise achievementAppropriate praiseEarly involvement in pairsand group workAppropriate questioningAppropriate challenge

The integration of SEAL into EVERY lesson

Main activityModellingUse of exemplarsPaceChoicesPaired feedback Taking riskschallenge

PlenaryReflectReviewSummariseFeedbackPair/group workTarget settingHow learntWhat learnt

Respect, safe learning, environment, tolerance,

expectations, ownership,modelling, emotional skills,

managing feelings,resilience, learning environment,

social interaction

SocialClimate

Physical Climate

LearningClimate

KS3 Applied Curriculum Learning Wheel (Hums+)THE PROJECT APPROACH

Dangerous World

How we live in the

world

DiverseWorld

Moving World

Shrinking World

Changing World

Term 1

Term 2

Term 3

Term 5

Term 6

Term 4

Work produced during the term is presented in a project scrap book which will then be assessed using APP principals at the end of each term before being taken home

KS3 Applied Curriculum Learning Wheel (Hums+) Student ideas

Dangerous World

How we live in the

world

DiverseWorld

Moving World

Shrinking World

Changing WorldGlobalisation project

shopping, food, music, clothes, cars, communication

Animal habitats/extinction (Polar bears and Elephants)

Changes over the years – from castles to Grand designs and sustainability

Wild Weather

999 emergencies

Battle re-enactment

Suffering

How did we get here?

Designing your own country from scratch!

Where would you go? – Perfect holiday (surfing vs Ski-ing?)

Olympics projectCultural differences

Celebrations/Remembrance

Preparation for Enterprise Week/Fayre

Caerleon trip (Romans)- make a videoPreparing for assemblyAnd presenting video of trip

Year of change project (My 1st year at Abbeyfield)

Class reader & DVD for each unit – linked to the theme eg – Dangerous World: Boy in the Stripped Pyjamas

Why a topic approach?

Build on the success of the KS3 Humanities Learning Wheel:

• Greater student engagement• Reduction in behaviour logs• Improvement in progress• Popularity of Humanities subjects – student voice• Ofsted lesson observation feedback

Abbeyfield Humanities KS3 Learning Wheel – Core KS3 pathway

Dangerous World

Contradictory World

DiverseWorld

Moving World

Shrinking World

Changing World

Independentenquirers

Effectiveparticipators

Reflectivelearners

Self-managers

Creativethinkers

Teamworkers

http://abbeyfieldhumanities.blogspot.com

Divers

e

World

Effectiveparticipators

Inde

pend

ent

enqu

irers

Dangerous

World

Contra

dicto

ry

World

Changing

World

Moving W

orldSh

rin

kin

gW

orl

d

Reflectivelearners

Self-

managers

Creative

thinkers

Team workers

1066: Battle of HastingsIslamic Civilisation1348: T

he Black D

eath

Castles

Roman Britain: Caerleon

Wild Weather

Rom

an li

fePeople

EverywhereEc

onom

ic c

hang

e an

d gl

obal

isati

on

Where do we

live? Settlement

The Environm

ent

Caerleon/RE

competition

Creation

God

Suffering

Geog Fieldwork A:

Patterns @ Caerleon

Mapping

Connections

Hap

pine

ss Term 1

Term 2Term 3

Term 4

Term

6Term

5

Diverse

World

http://abbeyfieldhumanities.blogspot.com

YEAR

7Abbeyfield Humanities KS3 Learning Wheel

Philosophy & Ethics

Geography

History

Effectiveparticipators

Inde

pend

ent

enqu

irers

Dangerous

World

Con

trad

icto

ry

World

Changing

World

Divers

e

World

Moving W

orld

Sh

rin

kin

gW

orl

d

Reflectivelearners

Self-

managers

Creative

thinkers

Team workers

Elizabeth & the Armada

Indu

stria

l Re

volu

tion

The Slave

Trade

Why did the Am

erican Indians m

ove west?

Causes of WW1

Flood Disaster

The British Empire

EU / Comparin

g

countri

es

Ecos

yste

ms

Kenya - an

investigation

Prejudice

Relationships

Death Religious PluralismConflict

Geog Fieldwork:

Coastal landscapes

Local actions - Global

effects

Mul

ticul

tura

l Br

itain

Term 5

Term 2

Term 1

Term 3

Term

6

Term 4

http://abbeyfieldhumanities.blogspot.com

Abbeyfield Humanities KS3 Learning Wheel

YEAR

8

Philosophy & Ethics

Geography

History

Effectiveparticipators

Inde

pend

ent

enqu

irers

Dangerous

World C

ontra

dicto

ry

World

Changing

World

Divers

e

World

Moving W

orld

Sh

rin

kin

gW

orl

d

Reflectivelearners

Self-

managers

Creative

thinkers

Team workers

History today

Imm

igration

Genocide

Terrorism

Chan

ging

role

of

wom

en

Deadly Geography

World War Two

Australia

: Should I

emigrate?

Tourism:

Good/Bad?

Development

Issues

Des

ire

Genocide

The

geog

raph

y of

stu

ff

Geography today

Ten Gurus

Morality today Term

6Term

5

Term 1

Term 2Term 3

Term 4Com

munity cohesion

The Problem with evil

http://abbeyfieldhumanities.blogspot.com

Abbeyfield Humanities KS3 Learning Wheel

YEAR

9

Philosophy & Ethics

Geography

History

Divers

e

World Effectiveparticipators

Inde

pend

ent

enqu

irers

Dangerous

World

Contra

dicto

ry

World

Changing

World

Moving W

orld

Sh

rinkin

gW

orld

Reflectivelearners

Self-

managers

Creative

thinkers

Team workersDiverse

World

http://abbeyfieldhumanities.blogspot.com

ASSE

SSM

ENT

Abbeyfield Humanities Learning Wheel

Year 7Year 8

Year 9

Term

6

Term 1

Term 2Term 3

Term 4

Term 5 Baseline (all)

Flood disaster (Gg)

Deadly Geography (Gg)

American Indians (H

i) Prejuduce (Pi)

Environment (Pi)

Imm

igration (Hi)/Comm

unity cohesion (Pi)

Where do live (Gg)Black death

Econ

omic

cha

nge

and

glob

alis

ation

Caerleon - Peer

assessmentEmpire

Tourism: Good/Bad?

Slave

trade/D

eath

Genocide/A

ustralia

Ecos

yste

ms/

Mul

ticul

tura

l Brit

ain

Des

ire

Geog Fieldwork:

Coastal landscapesControlled Assessment

Using sources (Hi)

Divers

e

World Effectiveparticipators

Inde

pend

ent

enqu

irers

Dangerous

World

Contra

dicto

ry

World

Changing

World

Moving W

orld

Sh

rinkin

gW

orld

Reflectivelearners

Self-

managers

Creative

thinkers

Team workers

Civil Rights

The

Hom

e Fr

ont

Tourism an

d it’s

impacts

Locating a newBow

ling Alley

Personal Choice

Lifestyle of the Tudors

5 Pillars of Islam

Miracle

s

Inve

ntion

s

Kenya – A

country study

Gandhi

Timeline

Who do you

think you are?

Hindu Gods

Weather Event

Religious Festivals

Contrasting lives (urban areas)

The

Gam

bia

– A

coun

try

stud

yDiverse

World

http://abbeyfieldhumanities.blogspot.comExte

nded

Lea

rnin

gAbbeyfield Humanities Learning Wheel

Year 7Year 8

Year 9

Term

6

Term 1

Term 2Term 3

Term 4

Term 5

The Hook!

An example lesson series from scheme

PLTS rather than content driven

An example lesson series from scheme

PLTS rather than content driven

An example lesson series from scheme

PLTS rather than content driven

How will we know it has worked?

How will we know it has worked?

• Reduction in behaviour logs• Student topic evaluations – end of each term• Student questionnaire• Improvement in attitude and/or attainment in other lessons –

teacher responses• Review of Motivation Levels – greater student motivation and

involvement• Re-integration into Core curriculum pathway

Cross-curricular learning through Humanities/Geography led compelling learning experiences

Wiltshire and Swindon Geography Subject ConferenceDave Drake – Humanities AST

June 2010

Compelling Learning Experience

A compelling learning experience:• gives learners a sense of autonomy, including the chance to think critically,

make decisions, take responsibility and manage risks

offers opportunities for cooperation and collaboration• broadens horizons and raises aspirations, offering contexts that challenge

learners and encourage them to step outside their comfort zone• is real and relevant, connecting learning at school to the world beyond the

classroom• has a clear sense of audience and purpose• provides contexts that draw together several aspects of learning: connecting

different subject disciplines, focusing on a specific subject, or linking learning through cross-curricular dimensions or the development of personal, learning and thinking skills

• has clear learning outcomes relating to what learners need to know and understand, the skills they will acquire and areas of personal development.

How could Geography take the lead?

What kind of thing are we talking about?

We need a hook:

Images of Disaster video

How could Geography take the lead?

Stimulus A: Video

Watch the video, imagining you are there. Note down how you would feel according to the sense you

have been given

Video notes exercise - Haiti 2010.doc

1 – I saw2 – I heard

3 - I felt4 – I smelt5 – I tasted

Haiti Earthquake Aftermath video

How could Geography take the lead?

Stimulus B: Photographs

• What questions does your photograph pose?• What would you want to know?

Stimulus

Activity

To begin planning a piece of cross-curricular learning that provides a compelling learning experience

across at least 3 subjects (including Geography) for one Year group at KS3

BBC News - Art in the aftermath of Haiti's earthquake

Activity

To begin planning a piece of cross-curricular learning that provides acompelling learning experience across at least 3 subjects

(including Geography) for one Year group at KS3

• Place your image in the middle of your sheet• Start by agreeing the learning objectives – what will you be trying to achieve?• Decide on an enquiry question to tie the experience together• What kind of activities might take place? (think about contributions from

different subject areas)• Are there particular skills that you want to be developed and how?• How will the learning be organised?• How will you know if it has been successful?

Please be ready to give a ‘sales pitch’ with your initial ideas towards the end of the session

For more information/resources/videosYouTube - djdhums's Channel

Google search:‘Humanities AST’

‘Abbeyfield Humanities’