How could cross curricular learning impact on primary education?

How could cross-curricular leaning potentially impact on primary education?

Throughout this post, I am going to express how cross curricular learning has an impact within the primary classroom. Cross curricular learning can be defined as “involving curricula in more than one educational subject.” (English Oxford Dictionary, 2017) This suggests that subjects can collaborate with each other in order to provide a more fulfilling education system for numerous reasons which will be explored throughout this post. In addition, Savage states that “a cross curricular approach to teaching is characterised by sensitivity towards a synthesis of, knowledge, skills and understandings from various subject areas. These inform an enriched pedagogy that promotes an approach to learning which embraces and explores this wider sensitivity through various methods.” (Savage, 2010) Both of these definitions are similar, however Savage expresses that cross curricular learning explores more than just teaching but also different methods of teaching.

It can be argued that traditionally, throughout many classrooms cross curricular leaning is not occurring as frequently as it should be. The current framework in Wales does not have a cross curricular approach, meaning that the subjects are individualised which does not have any cross curricular elements integrated as you can see on the (Learning Wales, 2016) website. This particular approach occurs throughout many primary and secondary school’s due to the nature of the current curriculum, however in Wales with the Donaldson report is currently in the hands of the government therefor meaning there could be a potential change within Welsh classrooms. As Donaldson states “the essential features of a curriculum devised in 1988 reflect a world that was yet to see the World Wide Web and the advances in technology and globalisation that have transformed the way we live and work.” (Donaldson, 2015, p.11) This is an extremely valuable point, as he is suggesting that the curriculum needs to be updated, as so much has changed in society. As we live in a world which is constantly changing with continuous breakthroughs in numerous things including technology it is essential that students are prepared for these constant changes and developments which occur in today’s society, and this is what Donaldson is attempting to implement in schools throughout Wales. He is fighting for a curriculum which is not outdated or irrelevant to learners, but an authentic curriculum suitable for the current learners.

Furthermore, we could argue that everybody has a different approach to the physical world, meaning things can be interpreted in numerous ways. Barnes also suggests “that we each experience the world around us in a subtly different way. Cross curricular approaches mirror and maximise this valuable diversity” (Barnes, 2011, p.70). This certainly expresses that everyone is different, so using one approach will not be suitable for all learners. Multiple approaches are needed within the classroom, and that is why cross curricular leaning is starting to be introduced within the classroom in order to meet the demands of the students which will assist them in their further education. On the other hand, Matthews, 2013 argues that cross curricular learning is not subject specific, leading to her beliefs that skills will then become more important than knowledge. This is an interesting and valid point, due to the whole concept of cross curricular merging subjects so learning is not divided into particular segments which we are familiar with, but certain subject areas are effectively integrated. Certain points of view may believe that cross curricular approaches will have some effect on subject specific lessons and focuses will be switched to a more collaborative approach.

In addition, Plowden conveys that “throughout our discussion of curriculum we stress that children’s learning does not fit into subject categories.” (Plowden, 1967, p555) This is clearly in favour of cross curricular learning due to the nature of children and the way in which they think, Plowden expresses that learning should not be categorised in to subjects therefore have the cross curricular element involved within the system. However, Kerry argues that “we need to accept that in an information world, knowledge itself will be beyond the capacity of the human brain and that the important skills will be in evaluating and applying knowledge.” (2015, p.15) This could suggest that Kerry is implying that in the future the important aspect will not solely be knowledge, but the ability to evaluate and apply knowledge. This could link in with cross curricular learning in the aspect that if she believes that the important factors will be to evaluate and apply knowledge competently then cross curricular learning could help individuals achieve this.

In conclusion, it is essential that our education system keeps up to date with society and our constantly developing society in order to fulfil the next generation, and with the ideas of cross curricular implemented by Donaldson and the government the education system is set to be one which is effective and relevant to all learners. Also, with having a cross curricular approach it can allow students to gain vital skills and potentially have a wider spectrum of knowledge due to additional elements being implemented within their curriculum.

Reference list

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

Donaldson, G. (2015) Successful Futures. Available at: http://www.nasuwt.org.uk/asset/A788604C-3046-4005-A1EA0EAFF023E0DD/ (Accessed: February 2015).

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

Learning Wales (2016) Foundation Phase. Available at:http://learning.gov.wales/resources/collections/foundation-phase?lang=en (Accessed:6th October 2014).

Oxford University Press (2017) Definition of Cross-curricular in English. Available at: https://en.oxforddictionaries.com/definition/cross-curricular (Accessed: November 2017).

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

Savage, J. (2010) Cross-curricular teaching and learning. Available at: http://www.jsavage.org.uk/research/cross-curricular-teaching-and-learning-5-definitions/ (Accessed: February 12th 2010).

Teachers Development Trust (2013) Point of view: we should have less cross- curricular CDP Available at: http://tdtrust.org/point-of-view-we-should-have-less-cross-curricular-cpd (Accessed: 23rd March 2013).