2. WHAT DO CROSS-CURRICULAR
LINKS MEAN?
Based on the Collins English Dictionary
cross- curricular is defined as
“education denoting or relating to
an approach to a topic that includes
contributions from several different
disciplines and view points”.
3. DIFFERENT WAYS TO SAY
SOMETHING SIMILAR
Interdisciplinary and cross-curricular can be
considered as synonymous.
According to the law in force (Organic Law
of Education, 2006), key competences
involves more than simply concepts, it is
including a combination of knowledge, skills
and attitudes appropriate to the context.
4. Competences tend to solve a known problem in
education, such as fragmentation and isolated skill
instruction. It is seen as a way to support goals such as
transfer of learning, teaching students to think and
reason, and providing a curriculum more relevant to
students (Marzano, 1991; Perkins, 1991).
5. EIGHT DIFFERENT BASIC SKILLS
WHICH WERE ESTABLISHED IN EUROPE AT THE END OF
1990S:
1. Communication in the mother language;
2. Communication in the foreign languages;
3. Mathematical competence and basic competences in science and
technology;
4. Digital competence;
5. Learning to learn;
6. Interpersonal, intercultural and social competences and civic
competence;
7. Entrepreneurship;
8. Cultural expression.
6. HEREAFTER, EACH AUTONOMOUS COMMUNITY HAVE CREATED
THEIR OWN
GENERAL COMPETENCES AND THOSE COMPETENCES
WERE INCLUDED IN THE ARTICLE NUMBER 6 OF THE
LOE:
- Competence in linguistic communication
- Mathematical competence
- Competence in knowledge of and interaction with the
physical world
- Competence in processing information and use of ICT
- Competence in social skills and citizenship
- Cultural and artistic competence
- Learning to learn
- Autonomy and personal initiative
7. TAKING THIS PREMISE AS OUR
STARTING-POINT,
WE
HAVE
DESIGNED SEVERAL ACTIVITIES
THAT TRY TO FULFIL WITH
SOME OF THIS COMPETENCES.
8. ACTIVITY 1:
BREAKING NEWS
With this activity, we will link language, second language and science
in one single activity.
LEARNING OUTCOMES:
•
•
•
•
•
Be familiar with English press
Improve reading comprehension
Know how is a newspaper article divided on (structure)
Deduce the article’s main idea and composes new ones
Add additional information about food and diet which is the currently
topic in science
• Learn some basic knowledge about deadly mushrooms.
9. ACTIVITY 1: BREAKING NEWS
We will start exploring the newspaper, asking a few questions:
Can you explain some terms such as frontpage, headline or article?
What are the diferences between classic newspaper and digital versions?
h
ttp://www.medicalnewstoday.com/articles/266704.php
10. STEP 2: WRITING AS A JOURNALIST
Wh- questions
After that we will read the article
carefully paying attention to the
VOCABULARY that you don’t
understand
They have to rewrite the story including
the main ideas.
•
WHAT….?
• WHO…?
• WHERE…?
• WHY….?
They can create an small dictionary on
doc or pdf format
• WHEN..?
12. BASIC COMPETENCES WORKED
First of all, competence in processing information and use of ICT is required
so we are working directly from the web page.
Secondly we are practising linguistic communication because language skills
are highly demanding.
Thirdly as we will work in groups of three people, we will help to improve
social skills in our students.
Finally we will focus on science and interaction
with the physical world.
13. ACTIVITY 2: IDEAS FOR FUTURE
TEACHERS
THE FIRST STEP OF THIS ACTIVITY IS INTEGRATE THE CONCEPT
OF BASIC SKILL.
STEP 1: QUESTIONS ABOUT BASIC SKILLS
WHICH SKILL DO YOU IDENTIFY IN THESE DIFFERENT
ACTIVITIES (there are common activities in Primary school’s):
- OPERATIONS
- DICTATION
- MAPS
- ESSAYS
14. HOW CAN WE IMPROVE THIS
ACTIVITIES?
How can we improve a simply dictation?
Some ideas:
- Includying some new vocabulary of other subjects.
- Doing dictations in other language.
- Doing with a PC. (WORD)
- Searching information about the dictation after doing it.
16. STEP 1:
Tell children to search information in the internet about the dinosaurs also if
it is possible some photos. Even though they are going to search information
that we are not going to need, is important that they do individual work.
Moreover, it is important that they have the view to choose the main
information.
In class we are going to talk in groups about the things we have learned and
searched.
BASIC SKILLS:
- Competence in linguistic communication
- Competence in knowledge of and interaction with the physical
world
- Competence in processing information and use of ICT
- Autonomy and personal initiative
17. STEP 2
HISTORY OF THE DINOSAURS:
Put the information in common:
The time of dinosaurs was the Mesozoic era, which began 225 million years
ago and ended some 65. It covers three periods: Triassic, Jurassic and
Cretaceous.
Dinosaurs appeared in the epoch of the Triassic period, about 230 million
years.
18. TIMELINE
225 million
During 1500 million years. First
years following its
reptils. THE
formation there was DINOSAURS
NO LIFE
4 billion
years B.P.
EARTH
CREATIO
N
1.000 million
years BP
FIRST CELL
30,000 years go.
Emergence of
LANGUAGE
180 million years BP
FIRST HUMANS
1962 the
invention of the
INTERNET
2013.
NOW!
19. DO YOUR OWN TIME LINE IN GROUPS
OF FOUR PEOPLE INCLUDYING SOME
DATES YOU CONSIDER IMPORTANT
TIMELINE
During 1500 million
years following its
formation there was
NO LIFE
4 billion
years B.P.
EARTH
CREATIO
N
225 million
years. First
reptils. THE
DINOSAUR
S
1.000 million
years BP
FIRST CELL
30,000 years go.
Emergence of
LANGUAGE
180 million years BP
FIRST HUMANS
1962 the
invention of the
INTERNET
2013.
NOW!
20. BASIC SKILLS:
- Learning to learn
- Mathematical competence
- Competence in knowledge of and interaction with the physical world
- Competence in social skills and citizenship
- Cultural and artistic competence
21. FOOD
WHICH TYPE OF FOOD USED TO EAT IN THE PAST AND WHICH ARE THE
DIFFERENCES BETWEEN NOW?
BEFORE
-
HARVEST:
FRUIT
& VEGETABLES
-
ANIMALS OF HUNTING
NOWADAYS
- FRUIT
- VEGETABLES
-FISH
-MEAT
-DAIRY PRODUCTS
-CEREALS
-PULSES
26. FINISH THE ACTIVITY
SOME IDEAS TO WORK WITH THIS PROJECT:
-
GO TO THE MARKET TO BUY THE INGREDIENTS TO COOK SOME
FOOD. USING REAL MONEY AND SOME ROLES TO ACT.
-
A CLOSE REVIEW TO ALL THE HISTORY USING SOME THEMES
THAT CAN BE INTERESTING FOR CHILDREN.
-
CHECK THE NUMBERS USING THEIR ADRESSES, TELEPHONE
NUMBERS, QUANTITIES, KM,…
MAKE THEIR OWN FOOD RECIPE
TAKE SOME PIECES OF COMMERCIAL MAGAZINES AND MAKE
A BIG FOOD POSTER THAT INCLUDES ALL THE GROUPS .
-
27. 1. COGNITIVE SKILLS OF EACH
PART
Dinosaurus’s Acitivity
recognise
identify
Define
Step 1
Classify
Food’s Activity
Make
groups
spell
match
Predict
Conclude
Dinosauru
s
evaluate
order
Distinguish
recognise
List, locate
divide
Oder, organise
Step 2
Compare,
contrast, share
Choose,
conclude, explain
Design, make up,
plan
classify
Create
poster
Decide
which
group to
pun into
Categorise
Guess,
predict
Suggest,
decide,
suppose
Choose,
justify
Create,
build
judge
28. 2- BASIC SKILLS OF ALL THE
ACTIVITY
-Competence in linguistic communication
- Competence in knowledge of and interaction with the physical world
- Competence in processing information and use of ICT
-Autonomy and personal initiative
- Learning to learn
- Mathematical competence
- Competence in knowledge of and interaction with the physical world
- Competence in social skills and citizenship
- Cultural and artistic competence
29. ACTIVITY 3: EXPLORE THE
INFORMATION
In this last activity we will work the following
learning outcomes, trying to relate more of
them:
•Working with new technologies.
•Possibility to combine contents, depending on the interests of
the teacher. All this depending on the development of each class.
•Variety of work with any area.
30. ACTIVITY 3: EXPLORE THE
INFORMATION
This is a game. For children it is a
game but we will try to internalize the
content.
Is a gymkhana, students must seek
information on a power point
interactive to answer some questions.
The activity will be conducted in
small groups heterogeneous.
31. ACTIVITY 3: EXPLORE THE
INFORMATION
This particular example is on the subject of music.
Example
In this example we can see that it is very easy includes content in foreign
language, specific content of music, social skills… And the most important,
with this type of activity the teachers can choose what want to work.
32. BASIC COMPETENCES
WORKED
•Competence in processing information and use of ICT: By
working on the digital display and find information in it.
•Competence in social skills and citizenship: students have to work
together. For that reason they have to work the social skills and learn
understood together and regulated.
•Mathematical competence: in the questionnaire we can put problems
thinking.
•Cultural and artistic competence: in the music presentation that we
have been in the example.
