Blog 1 - How can cross curricular approaches be used in primary education?

How can cross curricular approaches be used in primary education?

 In 2020, a new curriculum based on the report “Successful Futures” will be in place in schools across Wales. Donaldson’s review in 2014, identified that if the children of our generation are to have the best chance of full and successful participation in the modern world, then they must be equipped with the range of knowledge skills and experiences required to do so (Donaldson, 2015, p. 39; Barnes, 2011, p. 17). Literacy, numeracy and digital competency have been given the status of cross curriculum responsibilities, meaning that these skills need to be applied as frequently as possible (Donaldson, 2015, p. 40). But it is equally important to provide learners with the opportunities to develop knowledge and skills through a range of relevant and authentic experiences (Hayes, 2010).  

So, should learning be divided into segments known as ‘subjects’? Both Plowden (1967) and Donaldson's (2015) state not. Children’s learning cannot fit into categories (Eisner, 1996). Kerry (2015, p.15) argues that the world we live in is an information world and therefore the most valuable skill is evaluating and applying knowledge. This is an invaluable skill, but this conjoined with a number of other skills mirrors the diverse possibilities for the future (Kerry, 2015; Barnes, 2011, p. 70; Fautley et al, 2010). The structure of the curriculum should therefore:
“ensure that the vital contribution of disciplinary learning is preserved but is supplemented by other aspects that relate directly to the needs of today and provide sound preparation for the challenges of tomorrow” (Donaldson, 2015, p. 36). 


Donaldson has also identified 6 areas of learning experiences, which can be seen in the image.  All of these have a breadth and balance and pupils must be presented with the whole curriculum (Historical Association, 2018). These areas have not been created to act as timetabling devices (Donaldson, 2015). They are to keep continuity and progression for children, but they are also to be blended across each other and to allow children to make links across subject boundaries (Donaldson, 2015). For example, both Science, Maths and Expressive Arts can work interdisciplinary to produce a better outcome. Such as, when producing a product in D&T you would use both Maths and Physics to work out dimensions.

But, for teachers that have been practicing for a long time, this way of teaching may be hard to initiate. Traditionally “primary schools have adopted a form of curriculum organization which integrates aspects of subjects within topics” (Webb, 1996) and some schools “have been moving away from broad-based topics encompassing a range of subjects, towards more subject focussed topic which only draw material from 2 or 3 areas” (Webb, 1996; Barnes and Shirley, 2007). Most teachers “yearn for the kind of autonomy that will convert their work back from that of hoop jumping government technicians to independent minded professionals (Kerry, 2015, p. 23; Webb, 1996, p. 155). But for pigeonhole teachers, tradition is everything (Kerry, 2015). Professor Lindsey Patterson says “it’s no longer the systematic and rigorous and structured way it used to be in the past” (BBC, 2017) and says that it could be ‘disastrous’ due to its cross curricular nature. But many theorists such as Lawton (1997) and Plowden (1967) have always valued the need to a child led curriculum and the ability to apply a cross curricular approach.

Donaldson (2015) advocates that when you are able to identify your pupils needs, you can build your lesson plan around that. A child will lay at the heart of all educational processes. You can apply these skills to break down all subject boundaries which will, meet the needs as well as challenge all learners. This will engage and motivate all learners (Barnes, 2011; James, 2009). But to do this, a teacher's creativity must be heightened so that we can be imaginative when planning. This gives the children of today the best chances that our children have to learn. We cannot force them to learn, but we can create the best way possible to encourage and support (Barnes, 2011; James, 2009). 

This is a link to a TED talk with Ken Robinson talking about the learning revolution! - https://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.htmlTHIS/discussion


References
1.     Barnes, J. (2011). Cross-curricular learning 3-14 (2nd ed.). Los Angeles, [Calif.] ; London: SAGE.
2.    Barnes, J. and Shirley, I. (2007) Strangely familiar: cross-curricular and creative thinking in teacher education, improving school
3.    BBC (2017) New curriculum could be disastrous, says education expert Accessed at: https://www.bbc.co.uk/news/uk-scotland-scotland-politics-41134835(Accessed on: 1st December 2018).  
4.    Donaldson. G (2015) Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales. Wales: Crown. 
5.     Eisner, E. (1996). Cognition and the Curriculum Re-considered (2nd Edn). London: PCP.
6.     Fautley, M. and Savage, J. (2010) Cross-curricular teaching and learning in the secondary school. London: Routledge 
7.    Hayes, D. (2010) ‘The seductive charms of a cross-curricular approach’. Education 3-13: International Journal of Primary - Elementary and Early Year Education, 38(4), pp. 7-381. 
8.    Historical Association (2018) Cross-curricular learning Accessed at: https://www.history.org.uk/primary/categories/793/module/3638/leading-primary-history/3653/cross-curricular-learning(Accessed on: 1st December 2018). 
9.     Kerry, T. (2015). Cross-curricular teaching in the primary school: Planning and facilitating imaginative lessons (Second ed.). London; New York: Routledge.
10.  Lawton, D. (1997). Curriculum theory and a curriculum for the 21st Century in Mortimore, P. and Little, V. London: PCP. 
11.  Plowden, Lady Bridget. (1967). Children and Their Primary schools: A report of the Central Advisory Council for Education, Volume 1. London: HMSO

12.  Webb, R. (1996) Cross-curricular Primary Practice: Taking a Leadership Role. London: Falmer Press. 

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