http://hdl.handle.net/2428/15134 null Thu, 23 May 2013 01:01:07 GMT 2013-05-23T01:01:07Z http://hdl.handle.net/2428/15217 Title: The Leonardo Effect: a Research Report Authors: TERU Abstract: The project is based primarily in primary schools in which learners investigate ‘flight’ using an innovative, synchronised/integrated approach in which they will research, observe, record, experiment, develop ideas, imagine and create. The approach goes beyond the conventional concept of cross-curricular teaching, by utilising the commonalities of both subjects, to enrich learning and equip children to approach science confidently and more creatively. It also raises awareness of the function of knowledge in art making, and the role for are in science. Fri, 14 Dec 2007 09:47:09 GMT http://hdl.handle.net/2428/15217 2007-12-14T09:47:09Z http://hdl.handle.net/2428/15215 Title: The Leonardo Effect Synchronised Integration of Art and Science Authors: NESTA Abstract: This research and publication of initial results are current and timely given recent curricular developments with the promotion of flexible, integrated, skills-based learning and teaching. The research presented here represents the initial results of The Leonardo Effect in schools across England, Ireland, Scotland, Wales and Northern Ireland. Fri, 14 Dec 2007 09:37:32 GMT http://hdl.handle.net/2428/15215 2007-12-14T09:37:32Z http://hdl.handle.net/2428/15214 Title: The Leonardo Effect™ Abstract: The Leonardo Effect™, is a teaching methodology that has the integration of subjects and the development of pupils’ skills at its core. With the benefit of external funding of a quarter of a million pounds, it has been delivered in every region of the British Isles involving 1,200 children. It has produced excellent results, and been strongly supported by: teachers; principals; parents; pupils; government departments, curricular bodies, receiving favourable coverage in the national press. This is currently the only evidence based, extensively tested method for successfully delivering the Revised Curriculum. Fri, 14 Dec 2007 09:21:36 GMT http://hdl.handle.net/2428/15214 2007-12-14T09:21:36Z