By Mal Leicester
Adventure tales for analyzing, studying and Literacy takes a different method of cross-curricular instructing within the fundamental lecture room. delivering 8 unique experience tales, the authors building up a set of assets and actions for academics to exploit within the school room, offering go curricular hyperlinks according to the PNS framework, to literacy, technological know-how, PE, layout and expertise, numeracy, geography and background. notwithstanding the tales will curiosity either boys and girls, they take specific care to entice boys, who're recognized to accomplish much less hugely than ladies in studying and writing, and comprise subject matters such as:
- ghosts and ghouls
- heroic deeds
- space and aliens.
Each tale is associated explicitly to ethical and social values, and will be used to enhance citizenship, PHSE and SEAL tasks in basic faculties. With photocopiable assets for every tale, this publication deals quick principles that are applied simply in teacher’s plans and within the lecture room and meeting, and should attract all busy lecturers, NQTs and lecturers in training.
Read or Download Adventure Stories for Reading, Learning and Literacy: Cross-curricular resources for the primary school PDF
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Additional resources for Adventure Stories for Reading, Learning and Literacy: Cross-curricular resources for the primary school
Give a copy to each of the children. They can see for themselves how much of the Earth is ocean. They can also see how the main continents would once have almost ﬁtted together like a giant jigsaw. In the 1960s this led scientists to accept the theory of plate tectonics. Geologists agree that the Earth’s surface is made up of about twelve major ‘plates’. These solid plates ride on a sea of molten lava – sometimes pulling further apart and sometimes moving nearer together, sliding past each other or sometimes colliding.
He could hardly believe it when at the end the PE teacher pointed at him. 38 The beautiful game ‘You. Scott isn’t it? You’ll play left midﬁeld. ’ Scott nodded. He was thrilled. ‘I won’t, sir,’ he promised. Once it was known he was in the school team, as Scott had hoped, the bullying stopped. Most lunchtimes he had football practice, and the other boys in the team, although they knew each other better, were always friendly. As they practised together they seemed to gel as a team. Coming to know each other’s game they sometimes seemed to think together and played at their best.
For simple subtraction, by how many goals did each winning team win? For addition, how many winning goals were there in total? For older children, what was the total number of goals scored by the home teams, and what was the total number of goals scored by the away teams? Now work out the average number of goals scored by the home teams and the average number scored by the away teams. Cross-curricular values Self-esteem Scott practised his football until he was good. Take the opportunity, perhaps in a Circle Time, to ask the children to think of something they are good at.