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Building bridges to scaffold learning

Building bridges to scaffold learning. Cross-curricular learning for MFL Ryde High School, 23 rd February 2010. http://sdvaughan.edublogs.org. Why is cross-curricular learning important? What does MFL have to offer the curriculum? What does good cross-curricular work look like?.

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Building bridges to scaffold learning

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  1. Building bridges to scaffold learning Cross-curricular learning for MFL Ryde High School, 23rd February 2010

  2. http://sdvaughan.edublogs.org

  3. Why is cross-curricular learning important? • What does MFL have to offer the curriculum? • What does good cross-curricular work look like?

  4. What do you think?

  5. Make a strong case for what MFL has to offer in the wider curriculum • Absorb/be open to what other curriculum areas may have to offer language learning

  6. The New Secondary curriculum balances subject knowledge with the key concepts and processes that underlie the discipline of each subject.

  7. Many subject areas share key concepts and processes.

  8. http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/subjectcomparisonhttp://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/subjectcomparison

  9. Curriculum opportunitieshighlight the potential for links between subjects.

  10. There are 7 cross-curricular dimensions: • identity and cultural diversity • healthy lifestyles • community participation • enterprise • global dimension and sustainable development • technology and the media • creativity and critical thinking.

  11. New cross-curricular dimensions can be used to cut across the curriculum and make links to the major ideas and challenges that face society. Statutory requirements of the New Secondary Curriculum

  12. What is good cross-curricular learning?

  13. Enables pupils to make links between subject skills & subject knowledge Has clear purpose What is good cross-curricular learning? Broadens learning opportunities Maintains the integrity of the subjects delivered within it

  14. How can we build the dimensions into the curriculum in a way that reflects needs, interests and contexts of our learners?

  15. Possible approaches include: • developing the dimensions through links across subjects where there are common issues or areas of learning • developing the ethos of the school around a dimension • thematic days, activity weeks or events that focus on a particular dimension are combined with lessons • activities that are integrated into the routines of the school • learning outside of the classroom • using experts from outside of the school to stimulate discussion and debate in assemblies or with specific groups of learners.

  16. Q. What does MFL have to offer other subjects?

  17. Plan more? Plan different

  18. DANGER Creativity at work…

  19. Identify the area of learning which needs to be developed • Agree how/which subjects might be best placed to work together in developing this • Identify a Key Question which remains central to the learning & outcomes • Explore the Key Question from each SA perspective: the sum total of the learning needs to be greater that all of the parts within it!

  20. http://sdvaughan.edublogs.org www.all-nsc.org.uk www.linksintolanguages.ac.uk www.linksintolanguages.ac.uk/linkedup

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