Cross-curricular learning and primary education

The aims of this post are to define the term cross-curricula learning and to provide some examples, as well as looking at the potential impact this may have on primary education. This post will also include an insight into the ongoing debate on whether learning should be divided into single subjects or not. 

To begin, cross-curricular learning is identified “when the skills, knowledge and attitudes of a number of different disciplines are applied to a single experience, problem, question, theme or idea” (Barnes, 2015). In other words, cross-curricular learning is based on individual subjects and their connections through authentic links at the level of curriculum content, key concept or learning process, or through an external theme/dimension; (Savage, 2010). In Wales, the 2015 Donaldson Review “recommends that literacy, numeracy and digital competence should be Cross-curriculum Responsibilities for all teachers and people who work with children and young people” (Donaldson, 2015, p.40).

One excellent way of incorporating cross-curricular learning into the primary school classroom would be project based learning. There is a global trend in curriculum design to teach through this method rather than discrete subjects. “Interdisciplinary learning enables teachers and learners to make connections in their learning through exploring clear and relevant links across the curriculum. Learning beyond subject boundaries provides learners with the opportunity to experience deep challenging and relevant learning” (Education Scotland, 2008). “In project-based learning, students work in groups to solve challenging problems that are authentic, curriculum-based, and often interdisciplinary. Their learning is inherently valuable because it's connected to something real and involves adult skills such as collaboration and reflection” (Solomon, 2003). “Project-based learning is an instructional method centred on the learner. Instead of using a rigid lesson plan that directs a learner down a specific path of learning outcomes or objectives, project-based learning allows in-depth investigation of a topic worth learning more about” (Grant, 2002). However, Fuchsman (2009) argues that in project work a title is placed in the centre of a sheet of paper and then a series of ‘chunks of knowledge’ are plotted. He argues that learning is not deep enough compared to if these topics were taught in single disciplines.

There has been a wide debate about learning being divided into segments known as ‘subjects’. The current primary school curriculum in Wales follows the national curriculum which consists of subjects such as English, Mathematics, Science, History, Geography, Art and Design, Music, Physical Education, Computing (ICT) and ancient and modern foreign languages. Schools must also provide religious education and personal, social and health education (PSHE)” (Gov.uk, 2017). The new school curriculum, which will be implemented in Wales by 2020, will have “common Areas of Learning and Experience from 3 to 16 to promote and underpin continuity and progression and help to make the structure easier to understand. The approach should help to ensure breadth and encourage appropriate decisions about ‘balance’ across a child or young person’s learning at any time, for example by removing distinctions between ‘core’ and ‘foundation’ subjects” (Donaldson, 2015).

One of the first arguments for the use of cross-curricular learning in education was put forward by Plato (1995) who suggested that “anyone who can produce the best blend of the physical and intellectual sides of education and apply them to the training of character is producing harmony” (Barnes, 2015). 

In more recent times, with the world constantly changing and with rapid developments in technology which impacts society and the economy, many argue that schools should prepare children for this unstable and volatile culture. “The new curriculum in Wales will have more emphasis on equipping young people for life. It will build their ability to learn new skills and apply their subject knowledge more positively and creatively. As the world changes, they will be more able to adapt positively” (Welsh Government, 2017). “Schools need to embrace cross curricular learning, and move away from reform that positions subjects in ways that hark back to some imagined past, rather than forwards to more globalised times” (Power, 2002, p. 103). 

In addition to this, it is argued that “our experience of the world is cross-curricular. Everything that surrounds us in the physical world can be seen and understood from multiple perspectives” (Barnes, 2015). 

Another viewpoint is “children’s learning does not fit into subject categories” (Plowden, 1967; cited in Kerry, 2015). “Teachers should be able to help children and young people to make links across learning, bringing together different aspects to address important issues relating, for example, to citizenship, enterprise, financial capability and sustainability” (Donaldson, 2015).

On the other hand, the major argument against the use of cross-curricular teaching and learning in primary education is the fear of change. Teachers may be afraid or unsure about incorporating new pedagogical methods into their routines in order to cooperate with the new curriculum design. “Teaching in a cross curricular context makes the place of the learner central, rather than the place of content and requires a different kind of approach to teaching in order to be effective” (Spooner, 2014). For example, the timetabling in schools, especially secondary education, may be an issues they are “subject based so parallel pigeonholing of people is convenient’ (Kerry, 2015, p.7).  Also, the exam culture and assessment of pupils may be problematic as the whole education system is designed around ‘tests of content learning reduced to league tables that are de-contextualised to make judgements about schools’ (Kerry, 2015, p.10), therefore it can be argued that the way children learn is being changed, but not how said learning is being tested.  

To conclude, this post has given some definitions of the term cross-curricular learning and has identified the cross-curricular responsibilities in Wales, which are literacy, numeracy and digital competence. This post has also explored project based learning as a method of incorporating cross-curricular learning into a primary school classroom. Finally, the ongoing debate about learning being divided into ‘subjects’ has been explored, and after much research I have come to the conclusion that cross-curricular learning should replace single subjects in primary education as it provides pupils with the necessary skills needed to succeed in the future. 

References

Barnes, J., (2015). Cross-curricular learning 3-14. Sage.

Kerry, T. (2015). Cross-curricular teaching in the primary school: Planning and facilitating imaginative lessons. Routledge.

Fuschman, S. (2009). ‘Re-thinking integration in integrated studies’. Issues in Integration Studies. 27: 70-85. 

Grant, M.M., (2002). Getting a grip on project-based learning: Theory, cases and recommendations. Meridian: A middle school computer technologies journal, 5(1), p.83.

Savage, J. (2010) Cross-curricular teaching and learning in the secondary school. 

Solomon, G. (2003) Project-Based Learning: a Primer. Available at: http://pennstate.swsd.wikispaces.net/file/view/pbl-primer-www_techlearning_com.pdf. Accessed: 04/12/17.

Spooner, K. (2014). ‘Leading change from a subject based to an integrated approach to curriculum management: an examination of Andes View School’s readiness for curriculum change’. Leicester: University of Leicester. 

Welsh Government (2017) New school curriculum. Available at: http://gov.wales/topics/educationandskills/schoolshome/curriculuminwales/curriculum-for-wales-curriculum-for-life/?lang=en. Accessed: 04/12/17.