How could cross-curricular learning potentially impact on primary education? - Hollie Monks

Hi bloggers!

This blog post will talk about how cross-curricular learning can have an impact on primary schools and how it is currently being implemented into children’s learning. As early as 1967 it was argued that learning should not be divided into subjects as children’s learning does not fit into one category. (Plowden, 1967, p555) Cross curricular learning is making meaningful links between different subjects so that the learning is more relevant, coherent and real for the children, it “provides for both formal and informal learning to be recognised, again leading to relevance and ensuring deep learning by the children.” (Kerry, T. 2015) The Cambridge review (Alexander, R. 2009) agrees with these ideas and believes that the curriculum should be learner focused where the teachers should use pedagogy to build upon the children’s knowledge and link together their learning from different subjects.

Cross curricular learning can have a positive impact on children as it allows them to make links between past and present knowledge and then link it to real life situations which will create memories within their brains. (Vogt, 2017) Cross curricular learning links to neuroscience because scientists believe that we learn “when our brain and body combine to make experience part of the conscious memory to be recalled to solve future problems” (Barnes, 2011, p.129)

Donaldson (2015) has proposed 6 areas of learning which has been set to organise children’s learning rather than categorising it into solid subjects, he believes that this “approach should help to ensure breadth and encourage appropriate decisions about ‘balance’ across a child or young person’s learning at any time, for example by removing distinctions between ‘core’ and ‘foundation’ subjects.” (Donaldson, 2015) As subjects have been traditionally taught in school for centuries teachers have been trying to adjust their teaching to incorporate cross curricular learning which is why Donaldson’s implementation should help teachers to naturally sway across subjects when teaching, it should encourage teachers work collaboratively across the different areas of learning to help children to make the links across the diverse knowledge that they encounter. (Donaldson, 2015)

Barnes (2011) argues that there are some key points to include in planning lessons such as subject knowledge, clear progression, meaningful experiences and so on, as he believes that planning is essential for teachers to be able to transform teaching into learning, with Barnes point in mind I think it is essential that teachers plan what the children’s learning expectations are and make them clear to them before they start sessions, Perkins (2009) ideas are similar to these and also believes that they should know what cross curricular subjects will be included within their session and have time at the end of their sessions to digest what they’ve learnt and what they will develop upon in the future, this would leave a positive impact on primary education as it will prepare the children

for their sessions and allow the teacher to keep on track with their progression.

Good cross curricular learning involves the teacher learning with the students and becoming co-learners as they should encourage them to explore and use skills from numerous subjects to answer real problems. (Pollard, 2010) If the teacher doesn’t get involved with the students by trying to provoke their imagination the progression won’t happen as cross curricular sessions must be planned, Gardner (1999) believes that “in the absence of high standards, a progressive programme can rapidly become an excuse for laziness, laissez-faire procedures (leaving things to take their own course), and even anarchy”. Some teachers who have been in the profession for years may find it hard to change their lesson planning so small achievable steps will lead to noticeable progression. (Perkins, 2009)

References

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

·         Kerry, T. (2015) 'Cross-curricular learning and teaching in Key Stage 2 ', Cross-Curricular teaching in the primary school, 17(12).

·         Alexander, R. (ed.) (2009) Children, Their World, Their Education: Final Report and Recommendations of the Cambridge Primary Review. London: Routledge.

·         Vogt, M. (2017) Cross-Curricular Thematic Instruction. Available at: http://www.eduplace.com/rdg/res/vogt.html (Accessed: 30/11/17).

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

·         Perkins, D. (2009). Making Learning Whole: How Seven Principles of Teaching can transform Education. San Francisco: Jossey-Bass.

·         Pollard, A. (ed.) (2010). Professionalism and Pedagogy: A contemporary Opportunity: A commentary by TLRP and GTCE. London: TLRP.

·         Gardner, H. (1999) Intelligence Reframed: Multiple Intelligence for the 21st Century. New York: Basic Books.


By Hollie Monks - st20101449