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Advantages and Disadvantages of Cross-Curricular Approaches t

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jodie morris

on 14 April 2015

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Transcript of Advantages and Disadvantages of Cross-Curricular Approaches t

Advantages and Disadvantages of Cross-Curricular Approaches to Teaching
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".
Dewey (1902)
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:
-Double focus
- Hierarchical

History overview
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
Subject integrity
Assessment and planning
No national guidance
Promotes creativity
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)
Ofsted (2002)
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).

- Parker. J, Heywood. D and Jolley. N (2012) ‘Developing pre-service primary teachers’ perceptions of cross-curricular teaching through reflection on learning’, [Online] Available at: http://www.tandfonline.com/doi/pdf/10.1080/13540602.2012.746504 (Accessed: 2nd February 2015).

- Rennie, L.J., Venville, G. and Wallace, J. (2011) Learning science in an integrated classroom: finding balance through theoretical triangulation. Journal of Curriculum Studies, 43(2): 139–62.

- Rose, J. (2009) Independent Review of the Primary Curriculum: Final Re- port. London: DCSF. Available at https://www.education.gov.uk/ publications/standard/publicationDetail/Page1/DCSF-00499-2009 [accessed 14 Feb 2012].

-Roth, M. (2000). Learning environments research, lifeworld analysis, and solidarity in practice. Learning Environments Research, 2, 225–247.

- Rowley, C., and Cooper, H., ed. (2009) Cross-Curricular Approaches to Teaching and lLearning. London: sage.

- Savage, J. (2011) Cross-curricular Teaching and Learning in the Secondary School. London: Routledge.

-Steiner, R (2015) Waldorf Education’ [Online] Available at: http://www.steinerwaldorf.org/steiner-education/what-is-steiner-education/ (Accessed: 2nd February 2015).

- Thomas, L. (2012) Re-thinking the Importance of Teaching: Curriculum and Collaboration in an Era of Localism. London: RSA. Available at http://www.thersa.org/__data/assets/pdf_file/0008/570716/RSA-Re- thinking-the-importance-of-teaching.pdf [accessed 9th February 2015].

- Venville, G.J., Wallace, J., Rennie, L.J. and Malone, J.A. (2002) Curriculum integration: eroding the high ground of science as a subject. Studies in Science Education, 37(1): 43–83.

-Wilson, A. ed. (2015) 3rd ed. Creativity in Primary Education. London:sage.

- Alexander, R.J., Rose, A.J. and Woodhead, C. (1992) Curriculum Organisation and Classroom Practice in Primary Schools: A Discussion Paper. London: Department of Education and Science.

- Barnes, J. (2012) Cross-Curricular Learning 3–14. Second edition. London: Sage.

- Barnes, J. and Shirley, I (2005) 'Strangely familiar; Promoting Creativity in Initial Teacher Education'. Paper presented at British Educational Research Association (BERA) conference, 16th September 2005.

- Barnes, J. and Shirley, I. (2007) 'Strangely Familiar: Cross Curricular and Creative teaching in Initial Teacher Education' in Improving Schools, Vol. 10. No.2. pp160 – 179

- Dewey, J (1902) ‘The Child and the Curriculum’ , University of Chicago Press, Chicago.

- DFE (1999) 'National Curriculum for England, London, [Online] Available at: http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/QCA-04-1374.pdf (Accessed: 2nd February 2015.

- DFE (2009) 'Independent Review of the Primary Curriculum:Final Report', [Online] Available at:http://www.educationengland.org.uk/documents/pdfs/2009-IRPC-final-report.pdf (Accessed: 3rd February 2015).

-DFE (2014) The National Curriculum in England: Frame work document. Available at www.gov.uk/dfe/national curriculum. [Accessed 17.02.2015]

- Galton, M. and MacBeath, J. with Page, C. and Steward, C. (2002) A Life in
Teaching: The Impact of Change on Teachers’ Working Lives. A report
commissioned by the National Union of Teachers.

- Hayes, D. (2010) The seductive charms of a cross-curricular approach.
Education 3–13: International Journal of Primary, Elementary and Early
Years Education, 38(4): 381–7.

- Kerry, T. (ed.) (2011) Cross-Curricular Teaching in the Primary School: Planning and Facilitating Imaginative Lessons. London: Routledge.

-Ofsted (2002) The Curriculum in Successful Primary Schools. Available at www.ofsted.gov.uk/publications. [ Accessed 15.02.2015].

-Ofsted (2010) learning: Creative approaches that raise standards. Available at www.ofsted.gov.uk/publications/080266 [Accessed 16/02/2015].

- Oxford dictionary (2015) [Online] Available at: http://www.oxforddictionaries.com/definition/english/cross-curricular (Accessed: 9th February 2015).
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