Teaching primary humanities:
"As primary subjects are increasingly being taught on an interdisciplinary level, Russell Grigg and Sioned Hughes have created an innovative new text, Teaching Primary Humanities. This new text explores current debate, encourages reflection and provides clear guidance on planning, teaching and...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York
Routledge, Taylor & Francis Group
2019
|
| Ausgabe: | Second edition |
| Schlagworte: | |
| Online-Zugang: | Click here to view book Click here to view http://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9781351797108 |
| Zusammenfassung: | "As primary subjects are increasingly being taught on an interdisciplinary level, Russell Grigg and Sioned Hughes have created an innovative new text, Teaching Primary Humanities. This new text explores current debate, encourages reflection and provides clear guidance on planning, teaching and assessing the humanities from the Early Years to Key Stage 2."--Provided by publisher |
| Beschreibung: | Includes index |
| Beschreibung: | 1 Online-Ressource (xiii, 302 Seiten) Illustrationen |
| ISBN: | 9781315206462 |
Internformat
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| 500 | |a Includes index | ||
| 505 | 8 | |a Teaching Primary Humanities- Front Cover; Teaching Primary Humanities; Title Page; Copyright Page; Contents; Acknowledgements; Introduction; Structure and content; Chapter 1: The meaning, origins and contribution of the humanities; What do we mean by the humanities?; What are the origins of the humanities?; How did the humanities develop in the curriculum?; What contribution do the humanities make to children's education?; Historical perspectives; Geographical perspectives; Religious perspectives; Conclusion; Chapter 2: Cross-curricular learning and teaching in the humanities | |
| 505 | 8 | |a Should the humanities be taught as separate subjects or integrated?What is the theory behind cross-curricular learning?; What is the historical and ideological context forcross-curricular work?; What needs to be considered when planning in a cross-curricular way?; How do the humanities support the teaching of wider skills?; Conclusion; Chapter 3: Play-based provision in the Early Years; Why is play-based learning important in the humanities?; What are the key curriculum requirements?; How can effective play-based learning be promoted to support children's understanding of the world? | |
| 505 | 8 | |a What other resources and approaches can support play in developing children's understanding of the world?External groups and organisations; Conclusion; Chapter 4: Exploring the locality; What is the locality?; What is the value of local study?; What are some historical starting points for local study?; What are some geographical starting points for local study?; What are some religious education starting points for local study?; How do you plan and manage a local study?; What are the curriculum requirements for local study?; What kinds of resources are available for local study? | |
| 505 | 8 | |a How can enquiry-based learning be promoted through local study?What kind of learning can be promoted through a study of a local street?; Conclusion; Chapter 5: Making the most of our inheritance; What do we mean by heritage and the historic environment?; What is the nature of the UK's visual heritage?; What should pupils know about World Heritage Sites?; What is the learning potential of the UK's natural heritage?; Why does heritage matter?; How do we make the most of our museums?; Using artefacts in the classroom; Conclusion | |
| 505 | 8 | |a Chapter 6: Who do we think we are? Britishness, identity and valuesWhat does it mean to be British?; What can we learn about Britishness from the past?; What is the role of the humanities in multicultural and intercultural education?; How can Black History Month be used effectively?; What does identity mean and how can this be fostered?; Local and national identity; What are values and how do they relate to identity?; What is the background to fundamental British values?; How can (British) values be fostered through the humanities?; Conclusion | |
| 520 | 3 | |a "As primary subjects are increasingly being taught on an interdisciplinary level, Russell Grigg and Sioned Hughes have created an innovative new text, Teaching Primary Humanities. This new text explores current debate, encourages reflection and provides clear guidance on planning, teaching and assessing the humanities from the Early Years to Key Stage 2."--Provided by publisher | |
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Datensatz im Suchindex
| _version_ | 1804180126123950080 |
|---|---|
| any_adam_object | |
| author | Grigg, Russell |
| author_GND | (DE-588)1176548573 |
| author_facet | Grigg, Russell |
| author_role | aut |
| author_sort | Grigg, Russell |
| author_variant | r g rg |
| building | Verbundindex |
| bvnumber | BV045934681 |
| collection | ebook |
| contents | Teaching Primary Humanities- Front Cover; Teaching Primary Humanities; Title Page; Copyright Page; Contents; Acknowledgements; Introduction; Structure and content; Chapter 1: The meaning, origins and contribution of the humanities; What do we mean by the humanities?; What are the origins of the humanities?; How did the humanities develop in the curriculum?; What contribution do the humanities make to children's education?; Historical perspectives; Geographical perspectives; Religious perspectives; Conclusion; Chapter 2: Cross-curricular learning and teaching in the humanities Should the humanities be taught as separate subjects or integrated?What is the theory behind cross-curricular learning?; What is the historical and ideological context forcross-curricular work?; What needs to be considered when planning in a cross-curricular way?; How do the humanities support the teaching of wider skills?; Conclusion; Chapter 3: Play-based provision in the Early Years; Why is play-based learning important in the humanities?; What are the key curriculum requirements?; How can effective play-based learning be promoted to support children's understanding of the world? What other resources and approaches can support play in developing children's understanding of the world?External groups and organisations; Conclusion; Chapter 4: Exploring the locality; What is the locality?; What is the value of local study?; What are some historical starting points for local study?; What are some geographical starting points for local study?; What are some religious education starting points for local study?; How do you plan and manage a local study?; What are the curriculum requirements for local study?; What kinds of resources are available for local study? How can enquiry-based learning be promoted through local study?What kind of learning can be promoted through a study of a local street?; Conclusion; Chapter 5: Making the most of our inheritance; What do we mean by heritage and the historic environment?; What is the nature of the UK's visual heritage?; What should pupils know about World Heritage Sites?; What is the learning potential of the UK's natural heritage?; Why does heritage matter?; How do we make the most of our museums?; Using artefacts in the classroom; Conclusion Chapter 6: Who do we think we are? Britishness, identity and valuesWhat does it mean to be British?; What can we learn about Britishness from the past?; What is the role of the humanities in multicultural and intercultural education?; How can Black History Month be used effectively?; What does identity mean and how can this be fostered?; Local and national identity; What are values and how do they relate to identity?; What is the background to fundamental British values?; How can (British) values be fostered through the humanities?; Conclusion |
| ctrlnum | (OCoLC)1110071490 (DE-599)BVBBV045934681 |
| edition | Second edition |
| format | Electronic eBook |
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| indexdate | 2024-07-10T08:30:48Z |
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| isbn | 9781315206462 |
| language | English |
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| publishDate | 2019 |
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| spelling | Grigg, Russell Verfasser (DE-588)1176548573 aut Teaching primary humanities Russell Grigg, Sioned Hughes Second edition New York Routledge, Taylor & Francis Group 2019 1 Online-Ressource (xiii, 302 Seiten) Illustrationen txt rdacontent c rdamedia cr rdacarrier Includes index Teaching Primary Humanities- Front Cover; Teaching Primary Humanities; Title Page; Copyright Page; Contents; Acknowledgements; Introduction; Structure and content; Chapter 1: The meaning, origins and contribution of the humanities; What do we mean by the humanities?; What are the origins of the humanities?; How did the humanities develop in the curriculum?; What contribution do the humanities make to children's education?; Historical perspectives; Geographical perspectives; Religious perspectives; Conclusion; Chapter 2: Cross-curricular learning and teaching in the humanities Should the humanities be taught as separate subjects or integrated?What is the theory behind cross-curricular learning?; What is the historical and ideological context forcross-curricular work?; What needs to be considered when planning in a cross-curricular way?; How do the humanities support the teaching of wider skills?; Conclusion; Chapter 3: Play-based provision in the Early Years; Why is play-based learning important in the humanities?; What are the key curriculum requirements?; How can effective play-based learning be promoted to support children's understanding of the world? What other resources and approaches can support play in developing children's understanding of the world?External groups and organisations; Conclusion; Chapter 4: Exploring the locality; What is the locality?; What is the value of local study?; What are some historical starting points for local study?; What are some geographical starting points for local study?; What are some religious education starting points for local study?; How do you plan and manage a local study?; What are the curriculum requirements for local study?; What kinds of resources are available for local study? How can enquiry-based learning be promoted through local study?What kind of learning can be promoted through a study of a local street?; Conclusion; Chapter 5: Making the most of our inheritance; What do we mean by heritage and the historic environment?; What is the nature of the UK's visual heritage?; What should pupils know about World Heritage Sites?; What is the learning potential of the UK's natural heritage?; Why does heritage matter?; How do we make the most of our museums?; Using artefacts in the classroom; Conclusion Chapter 6: Who do we think we are? Britishness, identity and valuesWhat does it mean to be British?; What can we learn about Britishness from the past?; What is the role of the humanities in multicultural and intercultural education?; How can Black History Month be used effectively?; What does identity mean and how can this be fostered?; Local and national identity; What are values and how do they relate to identity?; What is the background to fundamental British values?; How can (British) values be fostered through the humanities?; Conclusion "As primary subjects are increasingly being taught on an interdisciplinary level, Russell Grigg and Sioned Hughes have created an innovative new text, Teaching Primary Humanities. This new text explores current debate, encourages reflection and provides clear guidance on planning, teaching and assessing the humanities from the Early Years to Key Stage 2."--Provided by publisher Grundschulunterricht (DE-588)4022354-1 gnd rswk-swf Humanities / Study and teaching (Elementary) / Great Britain Education, Elementary / Curricula / Great Britain Education, Elementary / Curricula Humanities / Study and teaching (Elementary) Great Britain Grigg Humanities Key Stage 2 KS2 Primary RE. Russell Sioned Hughes Social Science Teaching Grundschulunterricht (DE-588)4022354-1 s 1\p DE-604 Hughes, Sioned V. Sonstige oth Erscheint auch als Druck-Ausgabe, Paperback 9781138635289 Erscheint auch als Druck-Ausgabe, Hardcover 9781138635272 http://public.eblib.com/choice/PublicFullRecord.aspx?p=5583212 Click here to view book https://www.taylorfrancis.com/books/9781351797108 Click here to view http://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9781351797108 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Grigg, Russell Teaching primary humanities Teaching Primary Humanities- Front Cover; Teaching Primary Humanities; Title Page; Copyright Page; Contents; Acknowledgements; Introduction; Structure and content; Chapter 1: The meaning, origins and contribution of the humanities; What do we mean by the humanities?; What are the origins of the humanities?; How did the humanities develop in the curriculum?; What contribution do the humanities make to children's education?; Historical perspectives; Geographical perspectives; Religious perspectives; Conclusion; Chapter 2: Cross-curricular learning and teaching in the humanities Should the humanities be taught as separate subjects or integrated?What is the theory behind cross-curricular learning?; What is the historical and ideological context forcross-curricular work?; What needs to be considered when planning in a cross-curricular way?; How do the humanities support the teaching of wider skills?; Conclusion; Chapter 3: Play-based provision in the Early Years; Why is play-based learning important in the humanities?; What are the key curriculum requirements?; How can effective play-based learning be promoted to support children's understanding of the world? What other resources and approaches can support play in developing children's understanding of the world?External groups and organisations; Conclusion; Chapter 4: Exploring the locality; What is the locality?; What is the value of local study?; What are some historical starting points for local study?; What are some geographical starting points for local study?; What are some religious education starting points for local study?; How do you plan and manage a local study?; What are the curriculum requirements for local study?; What kinds of resources are available for local study? How can enquiry-based learning be promoted through local study?What kind of learning can be promoted through a study of a local street?; Conclusion; Chapter 5: Making the most of our inheritance; What do we mean by heritage and the historic environment?; What is the nature of the UK's visual heritage?; What should pupils know about World Heritage Sites?; What is the learning potential of the UK's natural heritage?; Why does heritage matter?; How do we make the most of our museums?; Using artefacts in the classroom; Conclusion Chapter 6: Who do we think we are? Britishness, identity and valuesWhat does it mean to be British?; What can we learn about Britishness from the past?; What is the role of the humanities in multicultural and intercultural education?; How can Black History Month be used effectively?; What does identity mean and how can this be fostered?; Local and national identity; What are values and how do they relate to identity?; What is the background to fundamental British values?; How can (British) values be fostered through the humanities?; Conclusion Grundschulunterricht (DE-588)4022354-1 gnd |
| subject_GND | (DE-588)4022354-1 |
| title | Teaching primary humanities |
| title_auth | Teaching primary humanities |
| title_exact_search | Teaching primary humanities |
| title_full | Teaching primary humanities Russell Grigg, Sioned Hughes |
| title_fullStr | Teaching primary humanities Russell Grigg, Sioned Hughes |
| title_full_unstemmed | Teaching primary humanities Russell Grigg, Sioned Hughes |
| title_short | Teaching primary humanities |
| title_sort | teaching primary humanities |
| topic | Grundschulunterricht (DE-588)4022354-1 gnd |
| topic_facet | Grundschulunterricht |
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