Mrs Humanities

teacher . blogger . friend


Curriculum Link

Originally poster on

Original post

curriculum link header

One thing I’ve often found in my career so far is that students struggle to see the links between subjects. Often in Humanities I’ve heard comments such as “but that’s maths” or “that’s science”; many have struggled to transfer their skills from one subject to another.

I’ve always tried to highlight cross-curricular links and relate work in Humanities to work being carried out in other subjects and am fortunately now in a position where I can easily find out what is being taught in other subjects across the school. I’ve been making the most of this in lessons by discussing the links but wanted to create something to demonstrate my students understanding in their books. Something that would stand out in book checks.

In order to do that I recently created an activity called Curriculum Link to give my students time to reflect on how their work in Humanities relates to other subjects.

The idea is that at the end of a lesson, unit of work or during DIRT students demonstrate how their Humanities work links to work across subjects. In the top section students are expected to pick an aspect of their work and link it to something they are learning in another subject. In the bottom half they then explain how they created the link.

For instance a recent student wrote out their answer as a PEE paragraph, clearly separating their point, evidence and explanation. They then explained that had been learning how to use PEE in English and how they felt it helped them to structure their answer in Humanities.

How do you promote cross-curricular links? Do you do anything similar?

For a copy of my Curriculum Links click here.

Mrs Humanities

plenary display board


The Interactive Plenary Board

Plenary BoardAfter 3 weeks of working on it here and there since the beginning of term, the Interactive Plenary Board is finally complete.

I’m really pleased with the results plus the kids are enjoying it so far.

It built up slowly, going from this…
plenary display

to this…
finished extend assess reflect - plenary display board

I now have peer assessment guidance and have identified what WWW and EBI stands for as no matter how many times we do it somebody ALWAYS has to ask what it means. I’ve also printed off smaller versions of the tickets with WWW and EBI guidance on the back to support learners in writing appropriate feedback.

So far I’ve only really been able to use it with year 8 since year 7 are currently working on their Dangerous World project; they’ve been completing Exit Tickets each lesson to demonstrate their understanding so far.

Year 8 however are engaging with the activities and particularly like the social media based ‘Assess’ activities. Not sure if that is a good or bad thing however!

Since I only see my classes twice a week so far reminding them of the new procedures when they finish the main part of the lesson has been important. Encouraging them to choose a suitable task for the time left e.g if they’ve 10 minutes to go they should choose an ‘Extend’ task; whereas if they have 5 minutes they should pick an ‘Assess’ task or roll a plenary to decide on the plenary task. The ‘Reflect’ tasks I feel need more direction, so I’ll be the one to decide when they do these, once they have practised them a number of times they should hopefully be able to recognise how long they need and choose accordingly.

Under the roll a plenary board, there is a folder with additional activities such as key word and definition match up games and top trumps. These are for pupils to practice what they are learning, most of which have been created by the kids as part of their homework and sometimes classwork.

You can find out more about where some of the resources came from here and here.

Thanks for reading.

Mrs Humanities