Cross-Curricular Teaching and Learning

Hello Bloggers!

In today’s blog, we will be discussing the positives and negatives of cross curricular teaching.

Plowden (1967) highlights that children’s learning does not fit into subject categories. However, do we need to change a curriculum that has worked for years?

Schools need to change to cross curricular learning in order to focus on more ‘globalised times’ (Kerry, 2015). It can be argued that cross curricular teaching mirrors the real word more successfully than the current curriculum does. For example, I found in my time at school that the work set in Maths, was not relevant to the Maths I would need to apply in real life situations. Kerry (2015) highlights that important skills both now and in the future, will be evaluating and applying knowledge rather than simply retaining facts in order to pass exams. Therefore as recommended by Donaldson, there is need for change within the curriculum.

Donaldson (2015) suggests that the curriculum should prepare students for the challenges of tomorrow. Therefore, within the recommendations Donaldson proposed the introduction of areas of learning and experience as opposed to stand alone subjects for three to sixteen year olds. The proposed areas of learning and experience should develop the four curriculum purposes which are ‘ambitious, capable learners, ready to learn throughout their lives, enterprising, creative contributors, ready to play a full part in life and work, ethical, informed citizens of Wales and the world and healthy, confident individuals, ready to lead fulfilling lives as valued members of society’.

Teaching in a cross curricular way, will introduce the use of themes and projects within the curriculum. Donaldson (2015) states in the Successful Futures document that schools could focus on a number of themes and create project based learning that can allow students to explore particular themes using a number of subjects such as literacy and digital competency within a project. For example, at University we created a Halloween radio play that allowed us to look at fiction books, work together to create and read a script and also, create sound effects using garage band, which can be seen in the picture above. 

Hus and Grmek (2011) argue that project based work can motivate students, allow them to gain practical knowledge and develop social learning, which we all experienced while creating the radio play. The picture to the right, shows two reception pupils in my placement setting using the computer to practice their sounds and spelling that corresponded with their theme at the time, which was nature. Through project based work, teachers can encourage collaboration in the classroom. Collaborative working is an important aspect of the curriculum as Barnes (2011) argues that ‘humankind is our greatest resource’. However, Dean (2011) shares his concerns surrounding project based work. That some subjects may be delivered too vaguely or there may not be enough focus on certain areas within topics. This concern is shared by Fuchsman (2009) that projects do not allow for deep enough learning to take place, whereas single subjects would make for more in depth learning.

Cross curricular learning can not only be seen as beneficial to students learning but teachers can also benefit. Donaldson highlights that teachers will now be able to work more collaboratively and gain stronger knowledge across the areas of learning and experience, which can be transmitted to students. Teachers will also be able to make more creative lessons, which will motivate and engage students to learn more.  

International curriculum designs have influenced Donaldson’s recommendations. Donaldson recognises that there has been an international trend towards using areas of learning and experience. The Scottish Government (2008) sees that using areas of learning and experience allows students and teachers to make links in their learning and takes learning beyond subject boundaries. Kerry (2015) argues that learning is more relevant, engaging and fun using areas of learning and experience. However, not everyone in Scotland would agree with this as Professor Paterson (2009) argues that there is a lack of academic strictness and that the use of cross curricular teaching has resulted in a less structured curriculum in Scotland.

However, looking back at my time in Spain, I recognised that our own students completed project based work to benefit their own community. The video shows the students performing to the village during the 'Feria' (a traditional Spanish festival) a traditional dance that they had learnt in physical education. But the students had also been learning about the history of Spanish dancing and in Music had been listening to traditional Spanish music. The end result of the project was being able to share all they had learnt with the people of the village. It was amazing to watch and be a part of.  

Video can be found at - https://youtu.be/c0mpL2eZJIg

Although there are many arguments that support the use of cross curricular teaching and learning, not all teachers would feel this way. As highlighted at the beginning of this blog, the current curriculum has been in place for many years, therefore teachers may feel more secure teaching traditionally and choose not to fully adopt a new way of teaching. In terms of assessment, teachers may also be sceptical that areas of learning and experience will work due to not being able to effectively assess students. Teachers will now have to write their own assessment criteria’s according to the themes in which they have decided to focus on in their own classrooms. It can also be argued against research that has been conducted into curriculum design, as it is believed by theorists such as Piaget that adults cannot make informed decisions about the best way in which children learn. Therefore a curriculum designed by Donaldson and teachers may not be the most beneficial for children.

References

Barnes, J. (2011). Cross-curricular learning 3-14 (2nd ed.). Los Angeles; London: SAGE.

Dean, J. (2001). Organising Learning in the Primary Classroom (3rd edn). London: Routledge.

Donaldson, G. (2015). Successful Futures: Independent review of curriculum and assessment arrangements in Wales. Caerdydd: Llywodraeth Cenedlaethol Cymru.

Fuschman, S. (2009). ‘Re-thinking integration in integrated studies’. Issues in Integration Studies. 27: pp. 70-85.

Hus, V. and Grmek, M. I. (2011) ‘Didactic strategies in early science teaching’, Educational Studies 37(2): pp. 159-169.

Kerry, T. (2015). Cross-curricular teaching in the primary school: Planning and facilitating imaginative lessons (Second ed.). London; New York: Routledge

Paterson, L. (2009) ‘Grand aims can’t provide clear guidance’, The Scotsman.

Plowden, Lady Bridget. (1967). Children and Their Primary schools: A report of the Central Advisory Council for Education, Volume 1. London: HMSO.

The Scottish Government (2008) Curriculum for Excellence. Retrieved from: https://www.education.gov.scot/Documents/btc3.pdf (Accessed: 19.11.17)