Realization of the cubic curriculum in European school partnership projects: opportunities

and insufficiencies (the case study of the project “Children’s games”)

Kliminskas, Ricardas; Rupainiene, VirginijaKaunas University of Technology, Lithuania

Paper presented at the European Conference on Educational Research, University of Crete, 22-25 September 2004

Introduction

Our day’s modern society and modern organizations try to keep pace with the abundance of

changes in order to survive in the society of knowledge and information. Meeting the challenges of

the present world a European school being the modern organization has to change itself as well in

order not to fail. The role of the school and the teacher has become extremely important and crucial.

The young citizens of Europe should learn for the living in the uncertain and complex world of the

21st century. They should learn things and gain competences that are indispensable for the rapidly

changing situation: be very professional, be autonomous and at the same time able to work in a team,

undertake the leadership, reflect, make decisions and solve the problems, communicate in foreign

languages, be smart at ITC’s, acknowledge and cherish other nationalities and cultures, etc.

The enlargement of the European Union generates the actual challenge to implement the

European dimension into the educational process. The term "European dimension" itself is

contradictory because it can be interpreted differently, as: an element of the educational change in

Europe; the factor, the incentive and the helpful condition for the change; contents of education

which is realised through curriculum; interdisciplinary relations; the dynamic reality. The European

Commission report "Towards a Europe of Knowledge" (1997) points out three fundamental

directions for developing the European dimension in education: knowledge, citizenship, competence.

Schools in Europe are looking for the possibilities to develop those three basic directions.

One of the solutions is to take part in European school partnership. Then the most actual goals of

introducing the European dimension for the school are: to reinforce the European identity and

achieve that people were obvious about the value of the European civilization and that the present

development of Europe is based upon democracy, social justice and protection of human rights; to

strengthen their knowledge about the European Community and its member states in historic,

cultural, economic and social aspects; to comprehend the significance of partnership among the EU

member states and other countries of Europe and the world. (”The European dimension in the

curriculum of the primary school and the junior certificate“, 1997).

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European Dimension in School Curriculum

According to Adaskeviciene and Janiunaite (2004), there are two possible ways to embed the

European dimension into the school curriculum: direct and indirect. The direct way of embedding

the European dimension is introducing it through the mobility, exchanges, school and international

projects and the indirect way when the European dimension is introduced through the integration of

contents of obligatory or optional school subjects that can be found in the timetable of the school,

etc.

can be introduced

through through

Directly

European Dimension in the school curriculum

mobility learning through

students’/ teachers’ exchange

school projects

Indirectly

Contents of obligatory

school subjects

Contents of optional school

subjects

interdiciplinary integration

...international

school partnership

Figure 1. Ways of introducing ED in the school curriculum (V.Adaskeviciene, B.Janiunaite, 2004)

The European school partnership project is a wonderful opportunity for a school in Europe to

implement the European dimension into the curriculum and enhance the potential of the

development of the school quality and competency. The goals of the international project can

become the integral part of the local and national curriculum and can be realized throughout the

lessons, in after curricula activities, while realizing integrated learning. When participating in

international school partnership, school communities gain opportunity of learning about other

educational systems, school life, cultures, way of living, etc. and disseminating the information

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about themselves to the others as well. New ideas and methods, roles and activities become part of

school curriculum and enhance the quality of teaching/ learning processes, promote idea of

successful and more productive self-realization, purposeful mastering of the languages of the

European Union, suggest wider opportunities to develop new educational practices and materials.

But to define curriculum is not easy. What is curriculum and particularly Cubic Curriculum is

written in next section?

Cubic Curriculum

Many researchers conclude that curriculum is all the learning which is planned and guided by

the school, whether it is carried on in groups or individually, inside or outside the school. “The

curriculum should bring the school to the world and the world to the school. It should be the social

curriculum” (N.Longworth, 2003).

These descriptions enclose the idea that curriculum is something more than the educational

program with goals, contents, forms and methods of realization. It is more than an individual

educational program and its contents. It is more than different pedagogical and organizational

activities in and beyond the school. It embraces all the mentioned above. It can be looked at as a

body of knowledge to be transmitted; an attempt to achieve certain ends in students – product; as

process; as praxis. Thus curriculum is a multidimensional concept.

Professor in Education Wragg (1997) at Exeter University asserts that today’s curriculum

should aim at education for the future. If the curriculum is seen as mainly a set of subjects and the

task of educators is to pass over the learners the contents of them there’s a great doubt if the young

people would be adequate for the many demands that would confront them in the next future.

Curriculum should embrace various personal qualities that would be essential in future and teaching/

learning strategies that might form the integral part of the curriculum. It is wise and important to

implement the European dimension in the curriculum of the school of the enlarging European Union,

i.e. of the Europe of tomorrow. Wragg (1997) proposed the model of Cubic Curriculum aiming the

future need at education. What is Wragg’s Cubic Curriculum?

Wragg suggests to see the curriculum as a cube having three principal dimensions of subject

matter, cross-curricular themes and issues that influence children‘s general development and

different strategies of teaching and learning which can be employed. According to the professor a

cube is a perfect three-dimensional model which can help us to have a systematic look at what the

learning is or can be going inside or/ even outside the school.

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The first dimension of the cubic curriculum highlights the subjects (typical or ideal) found on

a timetable of a school. This dimension is saturated with knowledge which thinking about future

gives us the freedom to make choices on the basis of accurate information; to direct our own lives,

rather than to wait around for the others to act on our behalf; to find out even more than we know

already, building on existing knowledge, extending our own autonomy.

The second dimension highlights the issues and domains that go right across the subject

curriculum. The increasing complexity of human society in the present and the future requires the

development of personal qualities and characteristics, like determination, flexibility, imagination and

sociability. It’s essential to overview across the many subjects and themes, projects activities in the

classroom and outside it in order the teachers could contemplate how much formally and informally

they can contribute to the development of child’s personal qualities and social competence which

will be essential rather than optional for the successful socialization in the complex world in future.

The third dimension highlights teaching and learning styles which children have to realize at

school and continue applying when learning with enthusiasm for several decades after they have left

full-time education. By teaching Wragg means “whatever teachers do to ensure children learn”. In

fact, in addition to direct instruction the teachers should employ a great variety of interactive

methods which increase children’s motivation in class and help them to learn how to learn.

English

Maths

Science

Technology

Geography

History

Art practise imitate Music observe team discover P.E tell

Aes

thet

ic

soci

al

citiz

ensh

ip

lang

uage

arts

thou

ght

imag

inat

ion

pers

onal

polit

ical

num

erac

y

4

Figure 2.The cubic curriculum by Wragg (1997).

The case study of the Comenius school project “Children’s games” discloses that in

European school projects The Cubic Curriculum proposes larger possibilities for incorporation of the

European dimension into the school curriculum. It displays the facts that the European school

partnership influences not only the change and development of the curriculum but the school as

institution, the usage of ICT in distant cooperation, the raise of the ICT competence of the whole

school, the development of the pedagogical, methodological and didactic components of a school,

enriches culture of the institution. How was used Wagg’s Cubic Curriculum model for the

implementing of Comenius Project “Children’s Games is written in next section?

The Implementation of Comenius Project “Children’s Games” by Using Cubic Curriculum

Model

The Comenius school project “Children’s games” had been carried out by four primary

schools of Europe in 2001-2004. They were: Istituto Comprensivo 2 from Suzzara (Italy), Klauzal

Gabor Altalanos Iskola from Szentes (Hungary), Ceip Josep Maria Folch I Torres from Palau

(Spain) and Panemune Primary school from Kaunas (Lithuania). Though all the schools were

primary they all differed in their structure, age and number of pupils’ participating and their

experience in the European partnership.

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Istituto Comprensivo

2, Suzzara,

Italy

Klauzal Gabor

Altalanos Iskola, Szentes, Hungary

Ceip Josep Maria Folch I Torres, Palau, Spain

Panemune PrimarySchool Kaunas,

Lithuania

Three levelskindergarten;

five year primary;

secondary

One leveleight year

primary

Two levelskindergarten;

six year primary

One levelfour year primary

Age of pupils participating

3 - 12 12 - 14 3 - 12 6 - 11

Number of people participating

Pupils - 120Girls- 63Boys- 57

Teachers- 11Women- 9

Men- 2

Pupils- 250Girls- 120Boys- 130

Teachers - 23Women- 21

Men- 2

Pupils- 370Girls- 180Boys-190

Teachers- 5Women- 5

Men- 0

Pupils- 243Girls- 117Boys-126

Teachers-16Women-16

Men- 0

Experience in European partnership

4th project 2nd project 2nd project 1st project

School structure

PARTNERS OF SOCRATES COMENIUS SCHOOL PROJECT "CHILDREN'S GAMES" (2001-2004)

Figure 3. Partners of Socrates Comenius school project “Children’s games”.

As all the European school partnership projects the project “Children’s games” as well aimed

at introducing the European dimension. In fact, it was also very important to use the intercultural

partnership in order to implement educational innovations which motivate pupils to learn and

develop the essential competences for the 21st century: ability to use ICTs; communication skills and

ability to exchange ideas; openness to accept new ideas and having vision; creativity and

inventiveness; critical thinking and problem solving; adaptation to constantly changing environment;

working in team and readiness to serve to community; responsibility for the actions taken; readiness

to improve oneself and to improve the community; ability to take the leadership.

The aim of the project was to unite children of four different countries in their mutual

experiences and to enhance the teachers to incorporate interactive teaching and learning strategies in

order pupils learnt how to work together in multicultural Europe. Partner schools choose the theme

of children’s games in order to learn about different kinds of traditional, modern and future games

and toys in four countries, to prove that a game is an effective way and method of learning and

revealing oneself and the others. The cultural similarities and differences were expected to disclose

themselves in the children’s activities and created products. The first year the aim was to make table

games according to the famous fairy tale “Little Red Riding Hood”. The second year aim was to

make traditional, modern and future toys from all possible materials. The third year task was to

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write, draw, film, photograph, and make posters about traditional and modern outdoor and indoor

games for kids. All the three years the partners used to exchange the products, organize itinerant

exhibitions and spread the information about the project achievements at a local and international

level.

The team of the pedagogues at Kaunas Panemune Primary School used the model of the Cubic

curriculum in order to plan, carry out and evaluate activities of the project „Children‘s games“.

The first dimension of the cubic curriculum - all the subjects that were incorporated in order

to achieve the goals of the projects- were:

- The Lithuanian language. The first grade pupils had to read the fairy tale „Little Red

Riding Hood“ because they didn‘t learn English. Observing the session of the invited

old ladies sewing the dolls they enriched their knowledge of folklore when listening to

the fables and riddles, inventing stories on the spot. All the products that were created

during the three years of the project had to be presented by authors by preparing reports

and answering questions, writing invented life stories of the toys, presenting their

products during the opening ceremony at the itinerant exhibitions. When visiting the

puppet theatre children learnt Lithuanian and world famous fairy tales and could

perform short plays using the puppets. When visiting the Old People’s Home pupils

interviewed them about the games and toys that they played in their childhood.

- The English language. That was the working language of the project and all the

participants (pupils, teachers, administrators, etc.) were motivated to learn it. Pupils

were exchanging e-mails on the topics that were of interest to them and could read and

see their products on the Internet site devoted to the project. Pupils learnt to read and to

write the names of the countries and their capitals. They read the fairy tale „Little Red

Riding Hood“in English which was available at the school library for the readers of

different levels. When exchanging the table games pupils had to create their own rules

how to play the games. During the English lessons they could try playing the games

that were sent by other school project teams. The rules of games were very simple, such

as Smile! Sing!, Jump!, Wait!, etc. While playing the games children had to use English.

In May 2002 they also prepared a performance „Little Red Riding Hood“ in English

which was filmed and sent to the partners. When the guests from schools of Italy,

Hungary and Spain came for the partner visit (2003-09-15) pupils played the role of

guides at school retelling about school, class, teachers, friends, families, places of

interest in English.

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- Science. Extracting information from e-mails and project Internet site pupils gained

first knowledge about other cultures, traditions, favourite food, games, films and music.

They learnt to find the partner countries and their capitals on the map, what were their

flags and contractions on the automobiles. They learnt how to greet in those languages

and what are the popular names of boys and girls. From the calendar „Children‘s

games” meant for the school year 2002/ 2003 they learnt the names of months and

weekdays. They also prepared nice reports about the partner countries at mini-

conferences on Europe Day (2002-05-09 and 2003-05-09).

- Ethics. After reading the fairy tale pupils evaluated the acts of the fairy tale characters,

discussed the corresponding cases in their practice, and debated what could be the best

way out in critical situations. Pupils created the rules of mutual aid in the project which

might help to achieve better results: Help your friend! Don‘t disturb! Let me hear! Keep

your word! Do what you promised to do! Respect your friend‘s work! Before going to

Puppet Theatre, meeting the old ladies that were invited to demonstrate how to sow the

dolls, visiting the inhabitants of the Old People’s Home, etc. pupils discussed the

demands for courteous behaviour.

- Art and craft. During these lessons pupils made games and toys from different

materials and applying different techniques. They worked individually, in pairs and

groups. They fulfilled some assignments at home working with neighbouring

classmates. They had to propose possible adjustments and to try how operated the

games or toys made by others.

- Music. The teacher of music looked for occasions to listen to the music of the famous

Italian, Hungarian and Spanish musicians, to get children acquainted with the

traditional instruments, their tunes, to recognize the most popular songs, especially for

children... Every year on Europe’s Day festival all the school children sang new most

favourite Italian, Hungarian and Spanish songs learnt during the music lessons.

- Choreography. Every year the choreography lessons from March till May were

devoted to learn Italian, Hungarian and Spanish dances. The classes took part in

competitions of the Spanish dances in 2002, Hungarian dances in 2003 and Italian

dances in 2004. Every year on Europe’s Day the school community watched the nice

dances to celebrate the partnership. On the partner meeting in Kaunas Panemune

Primary School in 2003-10-15 all the dances were presented to the guests of the school.

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The second dimension of the Cubic curriculum determined an overview of the whole school

curriculum in order to contemplate on integration of cross-curricular themes and issues that could

influence children‘s general development, personal qualities and characteristics. Teachers used to

organize short term and long term class projects, days of integrated learning. To produce most of the

project products (e.g. table games according to the fairy tale „Little red Riding Hood”) language,

craft, maths, music, ethics where highly integrated in order the pupils could not only to extend their

knowledge through the contents of the school subjects but also develop their versatile qualities:

- Creativity and imagination. Children used different materials and techniques to make

games and toys and realized their ambitions, expressed their expectations that

illustrated their interpretation of the story line, dynamics of the characters.

- Language arts. Pupils expressed their attitudes about what was going on in the project,

learnt to make an impressive presentation of the product made, invented „life-stories“

of their toys, discussed with friends and took part in the debate tournaments.

- Social competence. Working in groups and teams they learnt to communicate and to

cooperate with classmates, teachers, guests, to divide roles and take responsibilities,

lead the activities of the group, etc.

- Aesthetic attitude. Pupils looked for all possible means and forms how aesthetically to

decorate, beautify, and present their games or toys, how to evaluate the products of

their friends. All this reflected their characters, philosophy and experiences.

- Critical thinking. Pupils had to choose the most suitable material and techniques to

produce project products. They had to ground their choices and options.

- Problem solving. Pupils working in team or individually could come across

unexpected situations, e.g. irresponsibility of team pals, critical attitudes of friends,

illness of a team leader, etc. Then they were to find the solutions, the successful ways

out.

- Communicating via ICTs. Children exchanged e-mails discussing the results of the

project, sending digital photos, looking for news on the mutual Internet site of the

project, having chat forums.

The third dimension of the cubic curriculum enhances the development of teaching/ learning

strategies using which at school and in future life would allow pupils’ personal qualities to flourish

in the process of their successful socialization:

- Observation. All senses (hearing, touching, tasting, and smelling) were being included

in order children could make a clear picture of the environment and understand the

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wholeness and causality of what is going on around. Pupils watched the videos from

Italy, Hungary, and Spain with the activities of their peers, the old ladies sewing dolls,

opening ceremonies of itinerant exhibitions, etc. etc. They could watch the processes on

the video and also hear the authentic language, listen to its natural flow and tunes as

well.

- Telling and explanation. Though in the phase of pre-project and at the beginning

phase of the project pupils themselves had to look for the greatest amount of

information, teachers had to tell them much of facts, particulars, and specifics as well.

Delivering of such information was reinforced by demonstration; questions - answers

session, other means that enabled kids to learn about new facts they were not aware

about before. Telling and explanation was used always when it was needed: at the Old

ladies sewing workshop, at the Puppet Theatre, when communicating via ITCs,

producing products of the project, presentations of the products, etc.

- Reflection. Seeking for effective realization of the goals of the European project on the

level of the school and classes, the pupils were enhanced to discuss and reflect upon

various aspects of possible ways of performance and product creation, cooperation and

dissemination of the project results, especially in the initial phase of the project.

- Debates. Teachers encouraged students to argue the most crucial points of the project,

taught them how to arrange debates and stimulated tolerance of the debaters to different

opinions.

- Presentation. Pedagogues, pupils, parents, project partners leant from one another how

to make a good oral or written presentation. The itinerant exhibitions were held in all

classes and schools. Representatives of the school community (pupils, teachers,

parents) took part in and learnt how to organize presentations, displays of products,

other activities, e.g. initiated the publishing school calendars reflecting the project go.

- Group and team work. The greatest amount of project curriculum was carried out

during the lessons or in after school activities in teams or working in groups. The pupils

living in the neighbourhood also used to unite into groups to perform creative activities

at home. When parents helped kids, e.g. to make table games or toys, it might not only

was the child who was learning. Adults learnt from their children as well. And that was

the family-learning.

- Mini-conference, actions. Mini-conferences and actions or happenings were organized

every year in the final phase of the project in order to assess and to foster the impact of

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the project products – material and intellectual - for the change of the school as

organization. The floor then was given to the pupils mainly. It was the possibility for

them to demonstrate the new competences that their gained for their future socialization

processes.

- Imitation. In many cases the teachers acted as guides or facilitators for the pupils in

discovering new ideas, notions, and actions. This guidance was followed very often by

exact imitation or creative interpretation of what the pupils saw, heard, felt or smell.

After that the children were able to act independently and realizing their imagination in

creating new products.

- Class project method. Class project was part of European project carried out in school.

The aims of it were orientated to fulfil the main aims of the whole project. The sum of

all goals achieved in class projects made the renowned part of the whole school project

aims. The most important activities were performed in the class environments: the

production of games and toys, presentations, exhibitions, mini-conferences, teaching

and learning at multidimensional level, intercourse and personal contacts, cooperation

and communication, etc.

The Cubic Curriculum here discloses the three dimensions which were skillfully combined

and constructed to implement the goals of the European school partnership project into

curriculum at Kaunas Panemune Primary School.

Lithuanian

English

Science

Ethics

Art

Craft

Art practise imitate Music observe team discover Choreography discuss and debate

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Figure 4. The cubic curriculum of the project “Children’s games”.

Research Methodology and Results

The research was done in order to find out if the school community members acknowledge that the

goals of the European school project were incorporated into Kaunas Panemune Primary school

curriculum and carried out at multi-dimensional level, i.e. as a Cubic curriculum.

Methods of research were: analysis of the scientific literature, document analyses,

questionnaires, interviews and reflection.

165 questionnaires were distributed among 16 pedagogues, 90 pupils, and 59 parents. 134

of questionnaires came back from: 16 pedagogues, 72 pupils, 46 parents. It can be stated that quota

of returned questionnaires was: 100% of pedagogues, 80% of pupils, 78% of parents, i.e. 86% on the

whole In some cases the respondents needed to answer by putting a tick in an appropriate box, in

other cases they were asked to write their short reflections. It shows that the questionnaire was a kind

of quantitative and qualitative research. Some questions were specified for one or another group of

respondents. But in most cases all groups of respondents were given the same questions in order to

reveal their points of view towards the same processes or products, if they coincide, overlap or

differ.

The two figures given below present the results of the questionnaire presented to teachers and

parents on the same issue, if the project goals were achieved.

Project goals achieved (teachers, N=16)

Aes

thet

ic a

ttitu

deSo

cial

com

pete

nce

Crit

ical

thin

king

prob

lem

sol

ving

thou

ght

lang

uage

arts

crea

tivity

/ im

agin

atio

n

pers

onal

ICT

com

pete

nce

120% 20% 40% 60% 80% 100%

International school cooperation will go onafter the project ends

Kids learned to play new games

Kids learned new techniques how to maketoys

New knowledge about European countries:national identity, similarities/differencies,

Pupils experienced possibility to cooperateand make new friends.

Pupils discovered similarities and differencesof games they learnt/ taught to play.

Pupils were motivated to seak forcoomunicative language competence.

Equal possibilities to be partners with kids ofdiffr. nationalities, abilities, sex, social groups.

Importance of learning a foreign language andjoy of communicating with contemporaries.

Pupils communicated with partners via ITCs.

Pupils elaborated competences of workingwith new ITCs and other equipment.

Creation/dissemination/presentation/exchange(photo/video/digital/art) of toys and games.

YesNot sure

No

Project goals achieved (parents, N=46)

The opportunities revealed by research are:

In the project “Children’s games” the cubic curriculum acted as an agent for the

educational innovations of the pedagogical level: new educational goals within the

school community were formulated, new interactive teaching/ learning methods were

applied, and new forms of teaching / learning pertained. Not only the pupils and their

teachers were involved in planning and realization of the goals of the project but pupils’

parents, administration, school authorities, custodian personnel, local partners, and

international partners took an active participation as well.

The Cubic curriculum acted here as an agent for the educational innovations of the

organizational level as well: new roles of teachers and pupils, establishing the project

group and coordinating the project activities, dissemination of the product, evaluation of

the partnership, control over project finances. Pupils and other members of the school

community performed new unusual (for the everyday school life!) activities which

helped them to gain new social competences and skills. There occurred more cases of

teaching and learning in partnership, people involved in the project activities improved

their communication skills via ITCs, new environments for teaching and learning were

created at school and the idea of the learning organization and life-long learning was put

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0% 20% 40% 60% 80% 100%

Pupils discovered similarities and differencesof games they learnt/ taught to play.

Pupils were motivated to seak forcoomunicative language competence.

Kids learned to play new games

Pupils elaborated competences of workingwith new ITCs and other equipment.

Equal possibilities to be partners with kids ofdiffr. nationalities, abilities, sex, social groups.

Creation/dissemination/presentation/exchange(photo/video/digital/art) of toys and games.

Pupils communicated with partners via ITCs.

Kids learned new techniques how to maketoys

Importance of learning a foreign language andjoy of communicating with contemporaries.

New knowledge about European countries:national identity, similarities/differencies,

Pupils experienced possibility to cooperateand make new friends

International school cooperation will go onafter the project ends Yes

Not sure

No

in practice. All this reinforced the sturdy collaboration among the school team and the

whole community,

The idea of implementing project goals constructed according to the model of the Cubic

curriculum made the school community enthusiastic the predetermined new qualitative

change in the school culture: it was evaluated as the school community endeavour to

help pupils to learn for the successful self-realization in the future.

The insufficiencies and difficulties revealed by research are:

It’s difficult to construct the whole school curriculum as the cubic curriculum for

realizing local, national and European project curriculum at the same time.

Different participants of the project at school and among partner school started the

project having different level of skills and competences in different spheres:

pedagogical, organizational, school equipment, etc.

Sometimes cultural differences were obvious and made up obstacles for the well-timed

and effective activities.

Very often pupils, parents and school authorities were more enthusiastic and caring

about successful goes of the project than teachers, some teachers treated project activities

as not paid for and extra work.

To some teachers the idea of the lifelong learning didn’t seem fascinating.

Before taking decision to participate in European school project a school community

should discuss and examine with care the great number of educational innovations of the

pedagogical and organizational level that can rush into school in order it was able to

cope with them and control the situation.

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Cubic Curriculum

Teachers Pupils

Pupils' parents

School authorities

Local partners

Intenational partners

Adminis-tration

T/L in partnership

New unusual activities for the

school communityGained new

social competences and

skills

Communication via ITCs

New T/L paradigm has been put in

practice

Strengthening school team/ community

New T/L enviroments

created

Fostering the idea of LLL

Custodian personnel

Literature1. Adaskeviciene, V., Janiunaite, B. (2004). European Identity as a Dimension in Education and its

Reflection in the Curriculum. Socialiniai mokslai 3 (45). Technologija: Kaunas. p. 53-69.2. Longworth, N. (2003). Lifelong learning. Transforming education in the 21st century. London:

Kogan Page.3. The Concise Oxford Dictionary of Current English. (1990). Eight Edition, edited by R.E. Allen.

Oxford: Clarendon Press.4. The European Commission Report “Towards a Europe of Knowledge” (1997). Retrieved from

http://europa.eu.int/comm/education/doc/other/orient/orie_en.html. 5. The European dimension in the curriculum of the primary school and the junior certificate

(1997). http://www.eduvinet.de/eduvinet/irl007.htm.6. Wragg, E., C. (1997). The Cubic Curriculum. London: Routledge.

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