How could cross-curricular learning potentially impact on primary education?
How could
cross-curricular learning potentially impact on primary education?
Hi University Bloggers! We have reached the final blog of the first term. This blog will be discussing cross-curricular learning and whether it has any impact on primary education. Cross-curricular learning refers to a type of learning which occurs when skills and knowledge are developed by using a variety of experiences which link to our mind and body (Westwood, 2006). Thinks links to the definition stated by Barnes (2015) “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.” (Barnes, 2015. P. 11).
Barnes (2015) states that the popularity of cross-curricular learning has been increasingly spreading within primary education. It is argued that cross-curricular learning encourages a more child-centred approach to education and is ‘often seen as a way of stimulating and nurturing creative thinking’ (Barnes, 2015. P.12). He also argues that it strengthens the brain which improves the learner’s ability to problem solve (Barnes, 2011).
Cross-curricular learning gives the learner and practitioner and opportunity to have more ‘breadth and scope’ within the classroom, that would have previously not been possible through a subject based approach (Rowley and Cooper, 2009). It also allows the learner to experience subjects in a variety of ways, often leading to pupils stating they now enjoyed and had more confidence with subjects they had previously underperformed in (Westwood, 20606). Savage (2011) also discusses the benefits as he argues that when teachers adopt a cross-curricular pedagogy it can improve the learners thinking skills and allow them to use multiple responses to solve a problem.
The curriculum ‘Successful Futures’ pioneered by Graham Donaldson, has moved away from the traditional approach to education and is focused on a more child-centred education. This approach is based on 6 areas of learning which aims to translate their learning into day-to-day experiences and activities, therefore, moving away from structured ‘core’ and ‘foundation’ subjects (Donaldson, 2015). The ideology behind this supports cross-curricular learning and the objective is to equip learnings with ‘a range of competences and skills which are a foundation for almost all learning and are essential to being able to participate successfully and confidently in the modern world’ (Donaldson, 2015. P. 39).
The newly implemented curriculum ‘Successful Futures’, supports the ideology of cross-curricular learning and believes that by teaching children in this way will encourage the learners to work collaboratively and make links between their learning, consequently allowing them to transfer it into their everyday life (Donaldson, 2015). Neuro-scientists also support this ideology as they believe that cross-curricular learning occurs when connections between the body and mind are made, therefore, allowing them to make real-life experiences into learning (Barnes, 2011).
However, Rowley and Cooper (2009) argue that planning for a cross-curricular based lesson, causes issues for the practitioner. The study they conducted showed that teachers were struggling to find a balance with their time between cross-curricular planning and ensuring all other subjects were planned to the same standard. Westwood (2006) also argued that it is often seen that cross-curricular lessons take more time to plan as there is more coordination needed. This can put added stress onto teachers. On the other hand, the new curriculum has set out features and resources to ensure teachers have support with the transition and their planning, providing them with the necessary skills to adapt their pedagogy to a more cross-curricular approach. This will guarantee the learners are experiencing the benefits of this approach and maximise their outcome from their education (Donaldson, 2015).
Barnes, J. (2015) Cross-Curricular Learning 3-14. 3rd ed. London: SAGE
Donaldson, G. (2015) Successful Futures: Independent Review of Curriculum and Assessment arrangements in Wales. Welsh Government.
Rowley, C., Cooper, H. (2009) Cross-Curricular approaches to Teaching and Learning. London: SAGE
Savage, J. (2011) Cross-curricular teaching and learning in secondary education. New York: Routledge
Westwood, P. (2006) Teaching and Learning difficulties: Cross-curricular perspectives. Camberwell: ACER Press
Hi University Bloggers! We have reached the final blog of the first term. This blog will be discussing cross-curricular learning and whether it has any impact on primary education. Cross-curricular learning refers to a type of learning which occurs when skills and knowledge are developed by using a variety of experiences which link to our mind and body (Westwood, 2006). Thinks links to the definition stated by Barnes (2015) “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.” (Barnes, 2015. P. 11).
Barnes (2015) states that the popularity of cross-curricular learning has been increasingly spreading within primary education. It is argued that cross-curricular learning encourages a more child-centred approach to education and is ‘often seen as a way of stimulating and nurturing creative thinking’ (Barnes, 2015. P.12). He also argues that it strengthens the brain which improves the learner’s ability to problem solve (Barnes, 2011).
Cross-curricular learning gives the learner and practitioner and opportunity to have more ‘breadth and scope’ within the classroom, that would have previously not been possible through a subject based approach (Rowley and Cooper, 2009). It also allows the learner to experience subjects in a variety of ways, often leading to pupils stating they now enjoyed and had more confidence with subjects they had previously underperformed in (Westwood, 20606). Savage (2011) also discusses the benefits as he argues that when teachers adopt a cross-curricular pedagogy it can improve the learners thinking skills and allow them to use multiple responses to solve a problem.
The curriculum ‘Successful Futures’ pioneered by Graham Donaldson, has moved away from the traditional approach to education and is focused on a more child-centred education. This approach is based on 6 areas of learning which aims to translate their learning into day-to-day experiences and activities, therefore, moving away from structured ‘core’ and ‘foundation’ subjects (Donaldson, 2015). The ideology behind this supports cross-curricular learning and the objective is to equip learnings with ‘a range of competences and skills which are a foundation for almost all learning and are essential to being able to participate successfully and confidently in the modern world’ (Donaldson, 2015. P. 39).
The newly implemented curriculum ‘Successful Futures’, supports the ideology of cross-curricular learning and believes that by teaching children in this way will encourage the learners to work collaboratively and make links between their learning, consequently allowing them to transfer it into their everyday life (Donaldson, 2015). Neuro-scientists also support this ideology as they believe that cross-curricular learning occurs when connections between the body and mind are made, therefore, allowing them to make real-life experiences into learning (Barnes, 2011).
However, Rowley and Cooper (2009) argue that planning for a cross-curricular based lesson, causes issues for the practitioner. The study they conducted showed that teachers were struggling to find a balance with their time between cross-curricular planning and ensuring all other subjects were planned to the same standard. Westwood (2006) also argued that it is often seen that cross-curricular lessons take more time to plan as there is more coordination needed. This can put added stress onto teachers. On the other hand, the new curriculum has set out features and resources to ensure teachers have support with the transition and their planning, providing them with the necessary skills to adapt their pedagogy to a more cross-curricular approach. This will guarantee the learners are experiencing the benefits of this approach and maximise their outcome from their education (Donaldson, 2015).
Barnes,
J. (2011). Cross-curricular learning 3-14 (2nd ed.). Los Angeles,
[Calif.] ; London: SAGE.
Barnes, J. (2015) Cross-Curricular Learning 3-14. 3rd ed. London: SAGE
Donaldson, G. (2015) Successful Futures: Independent Review of Curriculum and Assessment arrangements in Wales. Welsh Government.
Rowley, C., Cooper, H. (2009) Cross-Curricular approaches to Teaching and Learning. London: SAGE
Savage, J. (2011) Cross-curricular teaching and learning in secondary education. New York: Routledge
Westwood, P. (2006) Teaching and Learning difficulties: Cross-curricular perspectives. Camberwell: ACER Press
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