1.1 One theme, many subjects
Remember in Session 4 you heard headteacher Mark Millinson talk about a homework project on the Egyptians, where children made pyramids at home from recycled materials. As children learned about the ancient Egyptians over several weeks, they covered a range of academic subject areas.
Activity 1 How does cross-curricular learning work?
See if you can work out which subjects link to the activities in the theme of ‘Egyptians’. Type your answers into the right-hand column of the table. Some activities may have more than one related subject.
Activities to learn about the Egyptians | Academic subjects |
When pyramids were built How ancient Egyptians lived The Pharoahs, King Tut, Queen Nefertiti | |
Egypt is on the world map Egypt’s deserts and rivers The Nile | |
Timeline of ancient Egypt Egyptian mathematical and number system Ancient Egyptian board games | |
Reading information books, historical accounts and diaries of archaeological expeditions, Howard Carter and discovery of Tutankhamun’s tomb Making information books about Egypt Writing diaries ‘in role’ as (pretending to be) Howard Carter Learning hieroglyphics meanings Rosetta Stone languages and deciphering Writing own hieroglyphics | |
How bodies are mummified and preserved Making papyrus Pyramid forces | |
Egyptian art and monumental statues | |
Making models of pyramids | |
Creating dance and movement based on Egyptian art Ancient Egyptian sport and games | |
Egyptian deities, rituals and afterlife | |
Exploring the British Museum Egyptian collection online Listening to archival recording of Howard Carter |
Discussion
Activities to learn about the Egyptians | Academic subjects |
When pyramids were built How ancient Egyptians lived The Pharoahs, King Tut, Queen Nefertiti | History |
Egypt is on the world map Egypt’s deserts and rivers The Nile | Geography |
Timeline of ancient Egypt Egyptian mathematical and number system Ancient Egyptian board games | Mathematics |
Reading information books, historical accounts and diaries of archaeological expeditions, Howard Carter and discovery of Tutankhamun’s tomb Making information books about Egypt Writing diaries ‘in role’ as (pretending to be) Howard Carter Learning hieroglyphics meanings Rosetta Stone languages and deciphering Writing own hieroglyphics | Language and literacy |
How bodies are mummified and preserved Making papyrus Pyramid forces | Science |
Egyptian art and monumental statues | Art |
Making models of pyramids | Design Technology Maths Art |
Creating dance and movement based on Egyptian art Ancient Egyptian sport and games | PE (Physical Education) History |
Egyptian deities, rituals and afterlife | RE / RS (Religious Education / Religious Studies) |
Exploring the British Museum Egyptian collection online Listening to archival recording of Howard Carter | Computing and IT |
As you matched the subjects to the activities, you were probably aware that in most cases children are learning more than one subject at a time. Children make better sense of their learning when it’s connected, in other words, when they are not learning isolated ‘bits’ of information.
For instance, when children read and write about archaeological expeditions they are developing their language and literacy skills. At the same time, they are learning history, science, geography, biographies of historians and explorers, and about the science of archaeology. When children write ‘in role’, pretending to be Howard Carter, they are also using their imaginations and their creativity to describe entering King Tut’s tomb. Likewise, when children design and make models of pyramids, they are learning about mathematics and physical forces.
This is why cross-curricular thematic projects or ‘topic’ work is often referred to as ‘integrated learning’. When children can make connections between subjects, and are involved in their learning through hands-on activities, they are more likely to remember what they have learned.