How could Cross Curricular Learning potentially impact on Primary Education?



HOW COULD CROSS CURRICULAR LEARNING POTENTIALLY IMPACT ON PRIMARY EDUCATION?

Cross curricular learning could potentially have an impact on primary education and here is why. Cross curricular learning is ‘when the skills, knowledge and attitudes of a number of different disciplines are applied to a single experience, problem, question, theme or idea.’ (Barnes, 2015a) In an educational context this means that cross curricular learning is about incorporating knowledge, skills and understanding from various subject areas instead of individual stand-alone subjects. Dewey (2008) states: ‘if we teach today’s students as we taught yesterday’s, we rob them of tomorrows’ which highlights his opinions on the importance of updating the curriculum to keep up with the requirements of the present day.

Traditionally, individual subjects were the preferred method of teaching in primary education. Although in recent years the cross curricular approach has been a part of our generation and has been implemented into the classrooms. This is believed to encourage group solutions, collaborative learning, creativity and the development of independent learners. (Barnes, 2015b) The future of teaching methods is unclear and with rapid advances in technology we are unknown to whether this will benefit children.  

The purposes of cross curricular learning are to draw similarities from each individual subject in the curriculum and cross over knowledge. Thus, adding to teaching resources as it uses material from across subjects. Cross curricular learning is a ‘dynamic and new way of learning and allows teachers to be imaginative and creative, promoting a child’s mental, individual and social development. (Savage, 2010)

Donaldson’s’ view on cross curricular learning is that there should be three subjects which act as the foundations to all subjects: literacy, numeracy and digital competence. The three subjects would stand alone as cross curricular responsibilities for all that are involved with children’s education. (Donaldson, 2015) It is important to teach literacy, numeracy and digital competence in primary education as literacy ‘promotes problem solving approaches and thinking skills such as asking questions, finding information, forming opinions, evaluating sources and making decisions.’ (Scottish Information Literacy Project, 2013) Numeracy can introduce children to ‘concepts, skills and thinking strategies that are useful in everyday life’. (Haylock, 2010) Lastly, digital competency helps us ‘master other key communication, language skills or basic skills in maths and science’ (School Education Gateway, 2016) All three curricular responsibilities impact primary education as it shapes children into being well rounded individuals, confident and competent when applying their knowledge in other contexts and being able to keep up in a techno savvy generation. 

The positives towards implementing cross curricular learning as it is flexible, it promotes creativity, engagement, motivation and allows the progression of learning at all levels. (Barnes, 2012) On the contrary, the negatives are that there is no national guidance which may lower expertise in how to teach effectively and have limited training in how to teach cross curricular work. (Barnes and Shirley, 2007) Additionally, it can be hard to teach subject progression due to the combination of two or more subjects involved (Barnes, 2012)

Cross curriculums have been debated by different theorists. Gardner supports the importance of ‘learning the distinctive knowledge, language and skills of each subject discipline’ and understands the frequent cross over is essential for learning. Vygotsky and Bruner also believed that learning should be cross curricular rather than isolated within one subject. Whereas, Ofsted states that there should be no need for a clash in learning as both individual subjects and cross curricular learning ‘can exist profitably side by side’ (Barnes, 2015)

To ensure a cross curricular activity works and is engaging in a classroom. Barnes (2015) believes that the vital checklist for planning involves inclusion, creativity, individual subject knowledge and skills, challenges, experience and spaces to learn. An example of a cross curricular activity is students learning about the changes in states in science whilst incorporating drama into it. This promotes creativity, specific knowledge from the subjects and inclusion. The students will act out the changes of state by starting of as ice, a pool of water and then evaporating into a vapor. This method could be changeable with other subjects. (Romano, Papa and Saulle, 2017)

To conclude, it is fundamentally important to understand the positives and negatives towards implementing cross curricular learning in schools. However, if taught correctly the impact of cross curricular learning on primary education could be significant.

References:
Barnes, J. (2012) Cross Curricular Learning 3-4. 2nd edn. London: SAGE.
Barnes, J (2015a) An Introduction to Cross-Curricular Learning. SAGE Publications Ltd.
Barnes, J. (2015b) Cross-curricular learning 3-14. 3rd edn. SAGE Publications Ltd.
Barnes, J. and Shirley, I (2007) ‘Strangely familiar: Cross Curricular and Creative Thinking Initial Teacher Education’, 10(2), pp. 162-179.
Dewey, J. (2008) Democracy and Education. New York: Macmillan Company, p. 167. 
Donaldson, G. (2015) ‘Successful Futures Independent Review of Curriculum and Assessment Arrangements in Wales.’ Crown.
Haylock, D. (2010) ‘Mathematics Explained for Primary Teachers: Mathematics in the Primary Curriculum.’ 4th edn.
Romano, L., Papa, L., Saulle, E. (2017) Awesome Lesson Ideas to Integrate Science Across the Curriculum. Available at: http://www.teachhub.com/integrate-science-across-curriculum (Accessed: 10th December 2017)
Savage, J. (2010) Cross-Curricular Teaching and Learning in the Secondary School. Routledge.
School Education Gateway (2016) Digital competence: the vital 21st century skill for teachers and students. Available at: https://www.schooleducationgateway.eu/en/pub/resources/tutorials/digital-competence-the-vital-.htm (Accessed: 10th December 2017)
Scottish Information Literacy Project (2013) Literacy across Learning: Information and Critical Literacy Skills CPD for Early and First Level.

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