• Provide an evaluative justification of cross curricular approaches to teaching
and learning
• Define creativity and its role in an educational context
• Discuss the role of educational visits in supporting cross-curricular approaches
to teaching and learning
• Approximately 750 words
• Include reference to pertinent literature
2. Introduction to the guide
• Intention of the guide – A brief introductory paragraph
• Outline Key Stage and subject areas (3-4 at least 1 core)
• Overview of chosen cultural venue, museum or gallery
3. Sections of the guide
• Overview for each section giving guidance on how teachers can use suggested learning
opportunities to support cross curricular teaching and learning
• Reference to relevant curriculum aims from different subject areas
• Identification of a range of learning opportunities including some preparation, onsite and
follow up activities
• Some original activity or questions
• Appropriate use of multimedia tools including digital images, film clips etc.
• Reference to existing resources such as lesson plans, worksheets, maps etc.
• Consider how your resource is tailored to meet the needs of an audience of teachers.
• Provide a wide range of learning opportunities to develop thinking and questioning skills
on multiple levels
4. Reference list
• Follow LSBU Harvard referencing conventions
• Reference visuals/media if its not creative commons for public reuse
• Reference National Curriculum appropriately.
Please refer to Session 6 Resources on Moodle (VLE) for further guidance on
how to create digital guides
• Decide on the key stage and subject areas that you are going to
focus on – research relevant curriculum guidance/ curriculum aims and
• Decide on a cultural venue, museum or gallery for your visit and
research education resources already available on website
• Venue Visit 1 – explore the venue, consider possible learning
opportunities and begin to gather information/resources as well as
own photos/film (if allowed)
• Session 6: creating Digital guides – begin to plan the structure of
your digital teacher’s guide and consider what further resources you
need to identify/create
• Venue Visit 2 – re-visit the venue to gather further
information/resources as well as own photos/film (if allowed)
Assessment Criteria
1. Use of standard English and academic referencing
2. Use of academic referencing conventions
(LSBU Harvard)
3. Ability to structure assignment coherently and
develop sustained reasoned argument.
4. Informed reading of, and reference to, pertinent
literature in the given field.
5. Demonstrate knowledge and understanding of cross
curricular approaches to teaching and learning
6. Use digital media tools effectively to present ideas
to an audience of teachers.
7. Identify opportunities for out of class learning in a
museum/cultural venue


Sample Solution

Sample solution

Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell. 

In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.

God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.

Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.

To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.



Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.

Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies4(8), 487.

Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.