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Theorists of the thematic approach to learning and teaching.

Quotes following the thematic approach- links to presentation.
by

Ellie S-J

on 3 April 2013

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Transcript of Theorists of the thematic approach to learning and teaching.

Theorists quotes. Our definition... Finally... "A whole school approach where the national curriculum areas are based around a theme. This method encourages children to use, apply and develop their knowledge and skills within relevant situations to then be used in real life." "Children learn though everything they see, hear, smell,touch and taste in the environment and experiences provided. Their learning 'is not compartmentalised' and they learn through making 'connections between experiences and ideas.. related to any aspect of their life' " (DFES/QCA, 2000 p.45 cited in Rowley, C. Cooper, H, 2009) Through planning thematically
"Mr Pravitt found it was possible to miss out crucial parts of the maths curriculum…so he took maths…out of the integrated curriculum... with maths now being taught by specialist teachers." (Stuart, 2008) "The purpose of learning is to 'enable the individual to change, grow and become autonomous' " (Bowring-Carr and West-Burnham, 1997: 83 cited in Kerry, 2011, p.25) The practitioner needs to
"take into account the discrete thinking processes at the heart of different subjects." (Rowley, C. and Cooper, H. 2009. p.2)
"search for robust links between subjects" (Rowley, C, and Cooper, H. 2009, p.2)


"Traditionally, in a thematic, integrated teaching approach it was based on Bruner’s spiral curriculum...providing an effective environment in which pupils may use their skills which are developed in other areas of the curriculum." (Dilek, D. 2008, p.1) Paving the way to higher achievement through 'scaffolding' learning... good teaching means... 'what children can do with adult support today that they can do unaided tomorrow' " (DSCF, 2009:56 para 3.6, cited in Kerry, T. 2011, p.44) The thematic approach to teaching and learning. Life long learners... The difference between cross- curricular and thematic learning and teaching oakfieldprimary@pri.sch.co.uk "planning raises issues for many teachers, particularly in finding a balance between... how subjects link" (Rowley and Cooper, 2009, p.2) To extend your knowledge of the thematic approach to planning, teaching and learning throughout both KS1 and KS2. The Plowden report:
"at the heart of the education process lies the child...no acquisitions of new equipment have their desired effect unless they are in harmony with the nature of the child". (H.M.S.O. 1967, para 9) "These skills are also embedded in the subjects of the National Curriculum and are essential to effective learning... Pupils can be encouraged to reflect on what and on how they learn, and how these skills can be applied to different subjects, different problems and real- life situations." (DFEE 1999, p.20) "Learning objectives and success criteria are the fundamental tools that allow children to engage in their learning... The learning objective ... needs to relate to what you want the children to learn". (Dunn, D.2012, p.36) "One of the benefits of working in teams is that the combined skills and expertise of the full group can be more effective" (2005, Duke Corporation Education, p.25) "Good Learners, and creative people... to be able to encounter and cope with puzzles and problems...They know how to draw upon a wide range of resources to help them solve problems" (Wilson, A. 2005, p.22) "Progression in relation
to particular subjects
may be hard to maintain."
(Smith, J, 2008, p.68) Our aim: Thematic learning encourages... "Young children cannot be taught if planned learning is always artificially divided." (Nutbrown, C. 2011, p.3) "purposeful classroom management and the achievement of sustained educational progress lies in effective planning." (Butt, G. 2006, p.2) Cross- Curricular: Thematic:
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