ABSTRACT
This chapter explores ways in which history investigations can also involve thinking in literacy, mathematics, geography, information and communication technologies and art, and so allow time for thought, talk and problem-solving across these areas. It focuses on how links may be made with English, geography, art and information and communication technologies. The chapter focuses on links with mathematics because there is enormous potential for linking questions about chronology and time concepts on a regular basis, particularly in Years 4–6 as children's knowledge and understanding of number and calculations increases. The National Curriculum for English requires that English is taught across every subject, and it should also encompass the particular thinking skills of each discipline. The national curriculum programme of study for language and literacy, states that English reflects the importance of spoken language across the whole curriculum cognitively, socially and linguistically. Reading is crucial to writing because it provides information and evidence, which informs the content of children's writing.
