Thinking caps on!
Two innovative teaching techniques - Edward de Bono's Six thinking hats and Thinking Actively in a Social Context (TASC) - have boosted behaviour and attendance at a school near Manchester. Simon Beswick, John Smith and Sue Wright report fom Lime Tree primary school.
Digging up the past
Children shouldn’t be told history – they need to discover it for themselves. Teacher Christopher Russell shares the innovative teaching methods he used when he partnered his primary school with a local museum.
Mountains to climb
After using our 'Arctic stories' pack, headteacher Heathe Gosney was inspired to create her own cross-curricular week-long project. She wrote to tell us about the highs and lows of her ‘Mountains’ project!
Nine national museums are about to complete a three-year project of curriculum-specifc webquests that make museum collections accessible to schoolchildren. Steve Gardam from the Imperial War museum and Clare Gittings from the National Portrait gallery explore how you can use the new resources with your class.
The whole world in their hands
www.raf.ki is an international social networking site, like Facebook, for students and teachers. Teacher Sam Eyre shares how his students have used it to make new friends and spark new ideas with teenagers from around the world.
Two reports on learning in museums promise to shake up the way museums present themselves to the public. David Anderson reports on developments in his museum – the V&A.
Introducing… Read all about It!
Teacher Martin Renton describes his middle school’s week-long cross-curriculum newspaper project. Includes a range of activities and resources to explore the question: What our world was like in the past? with a focus on children in WW2.
According to the education theory 'Imaginative Education', if a subject stimulates children’s imaginations they will absorb more facts and get better grades. Gillian Judson explores how Imaginative Education can bring the industrial revolution, and other technological topics, to life.
Museums and schools converge
Museums, schools and families all have one central role in common: to conserve and reproduce cultural knowledge and skills. But it is one of the remarkable aspects of our society that these three pillars of cultural learning have been so isolated from one another.