Resources
Why is cross-curricular work so valuable in the mathematics classroom? Why can students sometimes draw graphs in mathematics but not in science? What might mathematics teachers learn from the performing arts?
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Cross-curricular ‘Challenge Day’
Produced by the Learning Skills Improvement Service, these materials help to demonstrate effective practice. This case study looks at the themes of equality and diversity and progression through STEM.
City College Norwich set out to create a ‘challenge day’ that would involve learners in a range of hands-on...
Cross-Curricular: History Meets Science
This activity, from the Association for Science Education (ASE) has been developed specifically to deliver science and history teaching through the context of space travel.
Cross-curricular activities strengthen links with other departments in a school, and help students to integrate their scientific...
Cross-Curriculum Cooperation in Product Design
Students often seem uncomfortable when confronted with a science teacher talking about mathematics in a science lesson or a design and technology teacher talking about science in a design and technology lesson.
Karen...
Cross-Reference Mapping Between MEP and the National Numeracy Strategy
This mapping from CIMT gives the Key Objectives from the Secondary Framework (2001) for each year group and the respective units in the MEP scheme.
This item is one of over 25,000 physical resources available from the Resources Collection. The Archive Collection covers over 50 years of curriculum development in the STEM subjects. The Contemporary Collection includes all the latest publications from UK educational publishers.
Cross-totals
This task is designed to assess how well students understand addition, working methodically, and giving a proof.
A cross is given that uses two squares on each arm around a central square to give nine squares in total. The numbers from 1 to 9 must be placed in the squares so that the vertical and horizontal...
Crossed Lines
The equations of two intersecting lines are given. The challenge is to use Pythagoras’ theorem to show that the triangle formed by the lines and the y-axis is a right-angle. The point of intersection is determined by solving simultaneous equations.
Each example is derived from a pair of perpendicular lines....
What is the connection between literacy and science learning? How does knowledge in one area affect learning in the other? How can teachers provide meaningful science-literacy connections for your students? This...