How could cross-curricular learning potentially impact on Primary Education?

How Could Cross-Curricular Learning Potentially Impact on Primary Education?

It has been stated that a child’s learning does not fit into subject categories (Plowden, 1967) and that it is possibly more effective to interpret and create a curriculum that is spread across domains (Kerry, 2015; Clyde, 1995). It is frequently discussed in education if the curriculum should be taught as individual subject based lessons or if it should become cross-curricular where not one subject is taught but multiple areas are taught within one lesson. For example, Literacy and Humanities or Digital Competency and the Arts.

Individual subject based lessons are a traditional method of teaching where each subject is taught individual within the classroom. Although many teachers are under the preconception that this method is best suited for the classroom; it has been proposed by Lawton (1997) that there are four principles of change that can move teaching away from a content led curriculum. The first is replacing content and objectives for skills; by doing so within education teachers can aid children within the classroom by aiding and developing the skills of children, this updates the curriculum as a method that can produced academic and skilful learners. The second principle is moving away from subjects and towards cross-curricular themes, by doing so a teacher can incorporate multiple areas within lessons and shows learners how they can use these skills across different aspects of their academic and personal life. The third principle is being led by self-directed learning rather than didactic teaching, this way a child is not just being ‘spoon-fed’ facts that they must retain, children will now have more say in their education and the way they are taught. The fourth principle is the integration of academic and vocational skills, if this is carried out within the classroom then children will have a more well-rounded education that they can apply in the future.

Through the suggestions of Donaldson (2015) that a curriculum should be produced across Wales that includes cross-curricular responsibilities that are essential when being able to participate successfully and confidently in the modern world. Donaldson has highlighted three areas that should become cross-curricular that should have frequent opportunities to develop, extend and apply across the curriculum. These areas are; Literacy, Numeracy and Digital Competency. It is crucial for literacy to become cross-curricular because it is part of a fundamental role of language in thinking. The key to developing this skill is by having a sound understanding of the essential components that is supported by the enhancement of the appropriate teaching and learning contexts that are reinforced, extended and applied. By including Numeracy as a cross-curricular responsibility the teacher is given the opportunity to develop the capability of numeracy in learners, in doing so the learner can become independent for living and work. For the children of the future generation there will be a higher demand in their knowledge of digital competency and the skills that go with it. It is important now that teachers can aid in the development of these skills in order to help learners for the future. It has been recommended by Donaldson to start using Digital Competency throughout the curriculum as the ability to use digital technology skills creatively is an increasingly common feature of the modern workplace; offering children the opportunity to technology based lessons aids in the development of their skills and gives them an advantage for the future.

By having a cross-curricular approach as the central focus in primary teaching and learning, has offered multiple opportunities for learners. Through this method the teacher can make learning more relevant for children; in doing so they are given the opportunity to enhance and inspire children in the development of their education and their personal lives. Being able to build and reinforce key concepts can aid in applying a cross-curriculum within the classroom; there is also the opportunity to build upon different skills within lessons that can be reinforced outside the classroom in their personal lives. In the classroom learning should be coherent between subjects, in doing so a cross-curriculum can be created where subjects can be productive and creative within the classroom (Dean, 2001; Barnes, 2007).

Before these cross-curricular lessons can be carried out the teacher must plan them. It is essential to plan if teaching is to be transformed into learning (Barnes, 2011) that is effective and beneficial for the learner. When planning lessons, the teacher should ensure that there is inclusion for all learners; recognizing and nurturing creativity within the classroom; ensuring there is subject knowledge and skills; being able to show a clear progression in the learners and they are challenged in their learning; being able to create meaningful and shared experiences; and being able to create a safe and stimulating environment to develop and nourish learning. 

References:

Barnes, J., and Shirley, I. (2007). Strangely familiar: cross curricular and creative thinking in teacher education, Improving schools, vol. 10. No. 2. p./ 289-306.

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

Clyde, M. (1995).  ‘Concluding the debate’, in Fleer, M. (ed.) DAP Centrism: Challenging Developmentally Appropriate Practice. Watson, Australia: Australia Early Childhood Association.

Dean, J. (2001). Organising Learning in the Primary Classroom (3rd edn). London: Routledge.

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

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

Lawton, D. (1997). ‘Curriculum theory and a curriculum for the 21st Century’ in Mortimore, P. and Little, V. (eds) Living Education: Essays in honour of John Tomlinson. London: PCP.

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