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Advantages and Disadvantages of Cross-Curricular Approaches t
Transcript of Advantages and Disadvantages of Cross-Curricular Approaches t
By Jodie Morris and Dofo Jama
The curriculum in successful primary schools found that many made good use of the links across subjects which:
"When the skills, knowledge and attitudes of a number of different disciplines are applied to a single experience, theme or idea.
" (Barnes. J, 2012)
Where did the concept of cross-curricular teaching come from?
"There is no benefit in creating a false opposition between 'subjects' and the 'child' as a focus for curriculum".
Aims for presentation
What do we mean by cross-curricular?
- Strengthened the relevance and coherence of the curriculum
- Ensured that pupils applied the knowledge and skills learned in one subject to others- reinforcing learning and increasing understanding and confidence.
- Made good use of longer blocks of time- enabled pupils undertake sustained work on themes covering more than one subject. ofsted 2002
- Are we teaching to a test? Are we teaching real world skills?
-If done well and across all schools it can enhance children's creativity and ability to make connections.
- An opportunity for children to work cooperatively with others of different backgrounds, ages and abilities to prepare them for the real world.
-92% (112 PGCE students) subscribing to a positive view of cross-curricular practice with none of the cohort expressing negative views (only five individuals professed indifference and one remained undecided). Interestingly, only 14% claimed substantial experience and approximately 75% no experience or limited experience of teaching or learning in a cross-curricular way (Parker et al, 2012).
Five models of cross- curricular teaching:
1931 Hadow Report
- 1967 Plowden Report
-1970's School Council publications
-1992 Three Wise Men’ report
-1999 National Curriculum
- 2002 Ofsted
- 2009 The Rose Review
- Definition of cross- curricular
- Thinking and History behind concept
-Advantages and Disadvantages
Time and Training
Assessment and planning
No national guidance
Subject integrity and assessment
"There is too much prescribed
content in the current curriculum. The
trend – usually motivated by the desire
to strengthen particular aspects of
learning – has been to add more and
more content with too little regard for
the practicalities and expertise needed
to teach it effectively." (DFE, 2009)
There is normally no time restraints as learning in cross-curricular can range from a day, term or even a whole academic year.
Cross-curricular learning is a powerful way to generate creative thinking (Barnes, 2012)
In cross-curricular work the intention is to progress learning at all levels. Therefore, it aims to assess attitudes towards and progress in understanding one's self, understanding others, understanding essential local issues to the community, collaboration and understanding global issues. This is because cross-curricular is the only approach that allows this to take place. (Rowley and cooper, 2009)
Barnes, J (2012)
Many teachers have had limited experience of cross-curricular work, either as pupils or subsequently during their school-based training (Barnes and Shirley, 2007).
Subject progression is difficult to achieve, even when only two subjects are involved, it is almost impossible with three or more. (Barnes, 2012)
"In the absence of high standards, a progressive programme can rapidly become an excuse for laziness, laissez-faire procedures, and even anarchy"
(Gardener, 1993, p195).
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