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Is a Cross-Curricular Approach Beneficial within the Primary Classroom

BR Presentation Task
by

Lucy Chivers

on 6 November 2012

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Transcript of Is a Cross-Curricular Approach Beneficial within the Primary Classroom

A
Cross-Curricular Approach is Beneficial for Learning Within
the Primary
Classroom Cross-curricular learning: When the skills, knowledge and attitudes of a number difference disciplines are applied to a single experience, theme or idea, we are working in a cross-curricular way. We are looking at the experience of learning on a macro level and with the curriculum as the focus.
Barnes, J. (2007) Why we chose Cross-Curricular Learning Personal Experience Recent Relevance Is it the
best way? Interest We Might Use It! Why was this approach introduced to the Primary Curriculum? “It allows children to make connections between prior knowledge and new information being introduced.” (Unknown, 2006) “Today, cross-curricular approaches are believed to open up a narrowed curriculum, to ensure greater breadth and balance.” (Driscoll. P et.al 2012) “Human brain increases capacity by making connections (synapses) not merely by amassing information” (Unknown, 2006) How our research supports and contradicts our claim The Ofsted report – ‘the curriculum in successful primary schools’ found that many of these schools made good use of links across subjects which:

Strengthened the relevance and coherence of the curriculum for pupils

Ensured that pupils applied the knowledge and skills learned in one subject to others, thus reinforcing their learning and increasing their understanding and confidence

Made good use of longer blocks of time, enabling pupils to undertake sustained work on themes covering two or three subjects Positive Points Creates interactive peer interactions, generates a more interactive approach where children learn through each other. (rogoff 1995). From the evidence found from the ‘the importance of cross curricular learning’ a clear advantage of teaching in a cross curricular way is that it appears to allow children to learn more easily and enable them to use knowledge that they have acquired in a number of different ways. The links that are made when you link what children are learning across the curriculum helps children to make links with what they are learning and also enables them to draw on past experience and knowledge they have already attained previously. (Unknown, 2006) Negative Points Positive Points “Subject progression is difficult to achieve, even when only two subjects are involved; it is almost impossible with three or more. ” Barnes. J (2012) “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.” Gardner, H. (1993) "it is not being unduly pessimistic to predict that if the ‘areas of learning’ (with cross-curricular additives) are adopted as the norm, the organisational and timetable demands might prompt a slow regression to the familiar subject structure for English, maths and science, together with ICT and PE, with the other ‘non-core’ subjects being relegated to the sleepy slots late in the afternoon, either as distinctive subjects or the familiar ‘topic work’."Denis Hayes (2010): The seductive charms of a cross-curricular approach,Education 3-13: International Journal of Primary, Elementary and Early Years Education, 38:4,381-387 “Subjects will be complemented by worthwhile and challenging cross-curricular studies that provide ample opportunities for children to use and apply their subject knowledge and skills to deepen understanding.” Rose Report (2009) “Cross curricular learning helps to develop meta-cognitive learners and meta-cognitive learners are able to adapt their learning to new situations.” (Unknown, 2006) “cross curricular links between some subjects are more natural than they are between others: fro instance, links between music and geography are likely to be more difficult to create naturally than those between science and design and technology” Hayes. D (2010) Studies (Barnes and Shirley, 2005, 2007; Roth, 2000) have shown that applying two, three or four subjects to the same theme can produce a ‘bland broth’ of half-understood ideas and misconceptions. Interdisciplinary teaching and learning can easily result in less clarity about what the subject entails, therefore the cross-curricular teacher needs to be successful in taking learning intentions and plan genuine challenges for each subject to be successful in taking learning forward. Barnes. J (2011) The integrated approach also caters for all learning styles including visual, auditory, kinaesthetic. The integrated approach shows that individual learning styles are addressed together and the need for learners to make connections in their learning is met. Kerry. T (2011) Education that is organised in such a way that it cuts across subject matter lines, bringing together various aspects of the curriculum inter meaningful association...it view learning and teaching in a holistic way and reflects the real world which is interactive Time restraints – subject areas are blocked together to enable us to cover more Boyle. B Bragg, J (2008) The Curriculum Journal Vol 19, No 1 march 2008, 5-21 making primary connections: the cross curriculum story. “Cross-curricular teaching is risky; sometimes a well-prepared topic does not catch the imagination as hoped for.” Barnes. J (2011) “in past manifestations, spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible” Barnes. J (2012) Our Conclusion WE AGREE! EXTENSIVE
BACKGROUND
KNOWLEDGE WELL
STRUCTURED
CURRICULUM Any changes to the curriculum should be made with the main goal of education in mind. Lawes, S., Ledda, M.,McGoven, C., Patterson, S., Perks, D. and Standish, A. (2007) IS THIS
ALWAYS THE
CASE? Barnes. J (2007) Cross-Curricular Learning 3 – 14. Paul Chapman Publishing
Barnes. J (2011) Cross-Curricular Learning 3-14, Sage, London
Barnes. J (2012) The Primary Curriculum A Creative Approach, page 249, chapter 13, Sage Publications
Driscoll. P (2012) The Primary Curriculum: a Creative Approach pg.236 Sage Publication
Denis Hayes (2010): The seductive charms of a cross-curricular approach,Education 3-13: International Journal of Primary, Elementary and Early Years Education, 38:4,381-387
Gardner, H. (1993) The Unschooled Mind: How Children Think and How Schools Should Teach. London: Fontana Press
Kerry. T (2011) Cross – Curricular Teaching in the Primary School, planning and facilitating imaginative lessons, Routledge, Oxon
Lawes, S., Ledda, M.,McGoven, C., Patterson, S., Perks, D. and Standish, A. (2007) The Corruption of the Curriculum. London: Civitas
Rose Report, 2009, Executive Summary, Section 11
Unknown (2006) The Importance of Cross-Curricular Learning Available at: http://literacy.redbridge.lgfl.digitalbrain.com/lgfl/leas/redbridge/accounts/literacy/web/PriFwk/documents/SubLdrHdbkDVD/Toolkit/020092006_3-17ImpCrsCurrLrng.pdf (accessed 24.10.12) References
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