1. ‘In one ear and out the other’? Not any more!! The benefits of creating purposeful cross-curricular links

2. Our aims: To understand why it is necessary to reinforce core Literacy skills within the wider curriculum. To see the benefits of using the content from other subjects as a stimulus for writing in Literacy. To appreciate the opportunity to free-up timetable space.

3. Remember when…? Latin verbs…

4. “The monkey is in the tree!”

5. Sound familiar?

6. So, what’s the problem…? Children do not always transfer their learning. Opportunities often not created for pupils to apply their learning in meaningful contexts. Children are sometimes not aware of WHY they are learning a particular skill.

7. Here comes the science bit… Attitudinal Based Learning Changing learner’s attitudes Causes a ripple effect on their capabilities, behaviours and the environment. Learner has to perceive the information as useful. They will be more motivated to learn if the information they are given makes sense in their world.

8. Accelerated learning Super learning or brain friendly learning Being taught through a variety of styles, such as a mixture of auditory, visual and kinaesthetic, stimulates the brain to work harder. Brains retain images better than words – mind mapping helps the children get a wider picture of a topic and review it regularly.

9. How it all started… NON–CONTACT TIME!!! Long term plans were re-written so that they included: 1.Suggestions for giving the term’s Literacy genres a cross-curricular focus. 2.Other ideas to support application of Writing Skills across the curriculum. 3.Speaking & Listening opportunities. Suggestions were primarily made for cross-curricular writing links and Speaking & listening opportunities to the HUMANITIES (History, Geography and R.E.) however, where possible, links have been made to include writing in ALL subjects.

10. New Planning Format SUBJECTTopicSpeaking & Listening Opportunities Suggestions for giving the term’s Literacy topics a cross-curricular focus Other ideas to support application of Writing Skills OR other cross-curricular links History Geography RE Science ICT

11. Here’s one I made earlier (Yr 5)…!

12. Year 4 Long-term Plans SUBJECTAUTUMNSpeaking & Listening Opportunities Suggestions for giving the term’s Literacy topics a cross-curricular focus Other ideas to support application of Writing Skills OR other cross-curricular links HistoryRomans in Britain Hot-seating Hot-seat a Roman soldier Hot-seat Boudica Hot-seat a Celt Telephone conversations Between a Celt and Roman survivor of Boudica’s revolt – how did they each view the revolt? Newspaper interview with dictaphone Jigsaw ‘group discussion’ e.g. One person from each ‘home’ group goes and investigates one aspect of life for a Roman, then reports back to original group. Playscripts Turn the story of Boudica into a playscript and perform it. (based on story ‘Raiders’ (Viking Invasion)) Poems based on common themes feelings / viewpoint –A poem expressing feelings of a person moving home to live somewhere else. –Poem with two sections – one from viewpoint of Celt after Boudica’s revolt, one from viewpoint of a Roman. Reports / articles in newspapers and magazines A newspaper article telling the story of Boudica from either the positions of the Romans or Iceni. Instructions How to make a Roman mosaic. How to heat a Roman home. Recount –Boudica’s diary –diary of a Roman school child Discussion –The pros and cons of moving away and re-settling, or staying in the same place. –Discuss the reasons for the Romans leaving Britain. Non-chronological report Everyday life of the Romans or the Celts

13. Moving forward…! 2 examples of cross-curricular writing lessons Work samples to accompany the writing plans –AA, A and a BA 2 examples of speaking & listening activities they have carried out (Evidenced on teacher’s lesson plan OR on a written statement, outlining what has been taught.) One cross-curricular writing lesson from each year group per school year will be observed in order to monitor appropriate delivery of the lesson and evaluate the children’s learning. Once a term, 4 children from each year group (two boys, two girls) will be interviewed (on film) to discover how they respond to cross-curricular teaching.