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

We’re getting there, first term near enough done and Christmas is nearly here!

The last blog post before we break up for Christmas is on cross-curricular learning and how it could potentially have an impact on primary education.

So, what is meant by cross curricular learning?

Barnes (2015, p.11) states “When the skills, knowledge and attitudes of a number of different disciplines are applied to a single experience, problem, question, theme or idea, we are working in a cross-curricular way.” 

Hayes (2010, p.382) defines cross-curricular as the “emphasise how combinations of subjects are used within project or thematic work, incorporating a wide range of sources, related concepts and flexible schedules.”

In Successful Futures, Donaldson (2015) views cross-curricular learning as teaching literacy, numeracy and digital competence in all areas of learning and experience by making links, applying knowledge and using different skills to solve problems.

So, what happens if we don’t teach in a cross curricular way? We stay as subject centred.

Lady Plowden (1967, p555) thought that “Throughout our discussion of curriculum we stress that children’s learning does not fit into subject categories” 

therefore, it is important that pupils are taught in a cross-curricular way as Barnes (2011) expresses how it is more than likely that the children of out future generation will experience a totally different world than we do today. Also, Donaldson (2015) thinks that cross-curricular learning is more up to date and the current curriculum and assessments process isn't making any improvements to education. There are many benefits to cross-curricular learning as The Scottish Government (2008) suggest that it allows pupils and teachers to make links within their learning and it is based on the pupils' interests.   When learning is put into a topic that is engaging and suitable to the pupil then it has been seen to boost the learners' participation and they become ambitious about what they are learning (QCA et al. 2005. cited in Kelly & Stead, 2013). Muijs and Reynolds (2011) again cited in Kelly and Stead (2013) talks about how cross-curricular learning enables the pupil to build on their independence whilst using a child-centred approach to the subject. This can relate to Kerry (2015) as he tells us that cross-curricular can meet the needs of the child by relating it to the learner and their interests, making it more fun, interesting and it can test their ability. Lastly, it can lead to an improvement in motivation (Barnes, 2011). 

However, Fuchsman (2009) claims that cross-curricular learning is poor and not meaningful to the learner compared to when it is subject-centred. Many teachers are afraid to adapt their teaching into a cross-curricular way as there has been a tradition of subject-centred teaching. Teachers don't want to change from what they already know, they will have to adapt their teaching style quickly. Also, Driscoll et al. (2012, p.248) states that "Subject progression is difficult to achieve, even when only two subjects are involved; it is almost impossible with three or more."                                            Another issue would be exams and assessments; these will become difficult when teachers need to set aims and objectives, learner will be assessed in a different way to how they are taught but this mainly applies in secondary school. 

In order for cross-curricular learning to be successful effective planning must be in place as Barnes (2011, p.258) states "Experiences cannot be generative of new learning without interpreting them through the skills and subject knowledge of the disciplines." Teachers need to become more a facilitator rather than a teacher as Pollard (2010) thinks that teachers should be involved in the pupils learning, they should be working alongside the pupils. Although, teachers need to ensure they have an understanding of the subject because if they don't understand what the subject is all about and how to develop in this the the skills or the problems won't be achievable for the child (Barnes, 2011). 

Whilst I have been volunteering in a local primary school, I haven't seen an cross-curricular learning take place with the classroom. I do think that cross-curricular learning will show a new light to learning as it gets rid of the old traditional style of teaching, it has been seen to have many benefits to the learner not only on their educational achievement but on their personal and social development. Hopefully, within the future I will get to experience this and put it into practice myself. However, if cross-curricular doesn't work in the way that is expected, I do fear that the curriculum will go through another reform all over again. if this does happen then what should be remembered is that school should prepare leaners for the real world. 

References:

Barnes, J. (2011). Cross-curricular learning 3-14 (2nd ed.). Los Angeles, [Calif.] ; London: SAGE. P.258

Barnes, J. (2015) Cross-Curricular Learning 3-14. 3^rd edn. London: SAGE. P. 11

Donaldson, G. (2015) Successful Futures: Independent Review of Curriculum and Assessment arrangements in Wales. Welsh Government.

Driscoll, P., Lambirth, A. & Roden, J. (2012). The Primary Curriculum: A Creative Approach, London: SAGE. P.248.

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

Hayes, D. (2010) ‘The seductive charms of a cross-curricular approach’, Education 3-13, 38(4), p.382. available at: http://www-tandfonline-com.ezproxy.cardiffmet.ac.uk/doi/abs/10.1080/03004270903519238#aHR0cDovL3d3dy10YW5kZm9ubGluZS1jb20uZXpwcm94eS5jYXJkaWZmbWV0LmFjLnVrL2RvaS9wZGYvMTAuMTA4MC8wMzAwNDI3MDkwMzUxOTIzOD9uZWVkQWNjZXNzPXRydWVAQEAw [Accessed: 19/11/17] 

Kelly, L. & Stead, D. (2013) Enhancing Primary Science: Developing Effective Cross-Curricular Links. England: Open University Press.

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

Plowden, Lady Bridget. (1967). Children and Their Primary schools: A report of the Central Advisory Council for Education, Volume 1. London: HMSO. P.555

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

The Scottish Government. (2008) Curriculum for excellence building the curriculum 3: framework for learning and teaching. Scottish Government.