Cross-Curricular Learning
S T A R T
https://tinyurl.com/lseres1
A question - 5 mins
Think about the world our pupils are going to live in - make a list of key features and topics. What types of skills, knowledge and understanding are going to be most relevant to them? Why?
AIMS AND OBJECTIVES
Aims
To understand the key themes of cross-curricular learning research
Objectives
- Explore key themes cross-curricular learning
- Identify theoretical foundations of cross-curricular learning research
- Examine strategies for cross curricular learning research
The Curriculum
- Should there be core subjects?
- If so, which subjects should be core?
- Justify your responses.
The Curriculum
- Are some subjects more important than any others?
The Curriculum: Subjects or not?
- Should the curriculum be organised into subjects and areas of learning, or organised according to themes or topics?
The Curriculum: Subjects or not?
Do children learn best when the curriculum is fragmented into subjects?
Amanda SpielmanHead of Ofsted September 18th 2018
Education for the 21st Century
The new Ofsted education inspection framework (Ofsted, 2019) is calling for a change of focus from an education designed to get good test results to a more holistic view of the curriculum.
The Organisation for Economic Co-operation and Development (OECD) emphasises the importance of equipping young people with the expertise, attitudes and values that they will need to contribute to and benefit from an inclusive, diverse and sustainable future. The OECD explain that future-ready students will need several different types of knowledge. (OECD, 2018, p. 5). They will need a working knowledge of how disciplines can work together to address real-world questions that bridge the sciences and wider humanities.
OECD (2019) Conceptual Learning Framework: Knowledge for 2030, Paris: Organisation for Economic Co-operation and Development OECD (2018) The Future of Education and Skills: Education 2030, Paris: Organisation for Economic Co-operation and Development Spielman A (2018) HMCI commentary: Curriculum and the new education inspection framework. London. Available at: gov.uk/government/speeches/hmci-commentarycurriculum-and-the-new-education-inspection-framework (accessed 23 March 2020).
Substantive and Disciplinary Knowledge
Despite differences in terminology, both Ofsted (Spielman 2018) and the OECD (2019) highlight the need to develop both substantive and disciplinary knowledge within education.
Substantive knowledge: Content knowledge - knowledge about the content within a discipline (what are pupils required to know to meet the content requirements within the National Curriculum).
Disciplinary / Epistemic knowledge: Knowledge about disciplines and the questions, methods and norms of thought specific to them (what is it we do and what types of knowledge do we produce as a scientist, historian, mathematician or artist etc?).
CROSS-CURRICULAR LEARNING
What is it?
Cross-curricular practice can be defined as: ‘when the
skills, knowledge and attitudes of two or more subjects are applied to a problem, theme or idea’ (Barnes 2015).
Organisation of the curriculum to help learners recognise natural connections between separate subjects. Bringing together concepts and skills from different subject areas under a major theme or topic.
A cross-curricular approach to teaching is characterised by sensitivity towards, and 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 2011, p.8-9)
CROSS-CURRICULAR LEARNING
Watch the video.What are the perceived benefits of cross-curricular learning for teaching and learning? Do these concur with your own thoughts. Does it have limitations? What factors are considered important for effective cross-curricular learning?
BENEFITS OF CROSS-CURRICULAR LEARNING
[Ensures] greater breadth and balance, potentially giving each child the opportunity to find what they call their 'element'. (Robinson and Aronica 2009) Teaching itself is creative, never formulaic. The aim is 'creative learning', with children coming to own their own knowledge and skills, being enthused and changed by the process, and having some control of the learning process, but under teaching guidance (Jeffrey & Woods 2003, p,3)
Pedagogy of cross-curricular learning allows children to be more involved in their own learning, choosing the experiences that THEY deem important. (Driscoll, Lambirth and Roden 2012) Cross-curricular learning recognises [...] multiple viewpoints and seeks to build more knowledgeable, lasting and transferable understandings of the world around us. (Barnes 2015, p.261) United Nations Conventions on the Rights of the Child expects children to have a say in what and how they are taught.
CHALLENGES OF CROSS-CURRICULAR LEARNING
What do you think the challenges might be for implementing cross-curricular learning within the classroom?
Poor links between too many subjects means that little progression is made. (Alexander et al 1992) In the hands of a teacher with poor subject knowledge and a lack of understanding of how children learn, cross-curricular methods can be counter productive. (Alexander 2010)
RESEARCH RECOMMENDATIONS (CUREE 2009)
Centre for the Use of Research and Evidence in Education Cross-curricular approaches proved to be effective when they either were ‘context based’ (i.e. centred around a particular theme/dimension) or connected the school-based curriculum with young people’s experiences more widely (e.g. in the home and the community). The positive impact of cross-curricular approaches on pupils was noted in terms of their motivation, discursive language and potential to collaborate with each other. More negatively, the damaging lack of consideration to how this approach would build on pupils’ existing ‘conceptual understanding’ was noted. It will be important that new innovation in curriculum planning and development is constructively linked to pupils’ current range of experiences and understanding. At the level of curriculum design, flexibility and ‘time and space’ for development is required. The need for excellence in teachers’ subject knowledge is a priority.
THE PURPOSE OF CROSS-CURRICULAR LEARNING
A cross-curricular approach to teaching is characterised by sensitivity towards, and 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 2011, p.8-9) Savage, J (2011) Cross-curricular Teaching and Learning in the Secondary School, London: Routledge
HISTORY OF CROSS-CURRICULAR LEARNING
Antiquity
Enlightenment
Modernity
Now
TAXONOMY OF CROSS-CURRICULAR APPROACHES
tokenistic cross-curricular approaches
Six approaches:
Barnes 2015
hierarchical cross-curricular teaching and learning
multidisciplinary cross-curricular teaching and learning
interdisciplinary cross-curricular teaching and learning
opportunistic cross-curricular teaching and learning
double focus cross-curricular teaching and learning
Cross-curricular learning
Approaches
Barnes, J. (2018) Applying Cross Curricular approaches Creatively London: Routledge
TASK: CROSS-CURRICULAR APPROACHES
In groups, can you think of an example of cross-curricular sessions (choose 2) based on the following disciplines:
- History and English
- Geography and Mathematics
- Art and Science
- English and Drama
- Art and Physics
- Physical Education and Mathematics
What would be the theme / topic of the session? What activities would you include? What might be the benefits of this cross-curricular session? What might be the challenges? Can you think of any opportunities to include other disciplines within the session?
SUMMARY
During this session we have:
- Explored key themes of cross-curricular learning
- Identified theoretical foundations of cross-curricular learning research
- Examined strategies for cross curricular learning research
REFERENCES
Alexander, R (2010) Children, their Education: Final Report and Recommendations of the Cambridge Primary Review. London: Routledge.
Barnes, J (2015) An introduction to Cross-Curricular Learning in Driscoll, P, Lambirth, A and Roden, J (2015) The Creative Primary Curriculum, London: Sage
Billingsley, B., Nassji, M., Fraser, S., & Lawson, F. (2018). A Framework for Epistemic Insight. Research in Science Education, 48(6), 1115-1131. doi:10.1007/s11165-018-9788-6 CUREE (2009) Review of Individual Studies from Systematic Research Reviews: February 2008– August 2008. Coventry, CUREE. Available from http://www.curee-paccts.com/our-projects/ qca-building-evidence-base [last accessed 19 Sept 2020] Driscoll, P & Lambirth, A and Roden, J (2010) The Primary Curriculum. London: Sage.
Jeffrey, B & Woods, P (2001) The Creative School. London: Routledge. Robinson, K & Aronica, L (2009) The element: How finding your passion changes everything. London: Penguin Rowley, C & Coope, H ed. (2009) Cross-curricular Approaches to Teaching and Learning. London: Sage Savage, J (2011) Cross-curricular Teaching and Learning in the Secondary School, London: Routledge
History and English: Historical Fiction Writing Students study a historical period in their history class and then write historical fiction narratives in their English class. This helps them synthesize historical knowledge while enhancing their writing skills. Geography and Mathematics: Mapping and Scale Geography students learn about map reading and scale. In mathematics, they apply their knowledge to create accurate scaled maps of their local area, integrating concepts from both subjects. Art and Science: Scientific Illustrations
Students study biological organisms in science and then create detailed scientific illustrations in their art class. This enhances their understanding of biological structures and fosters artistic skills.
English and Drama: Shakespearean Performances
English students study Shakespeare's plays, and in their drama class, they perform scenes from the plays. This provides a hands-on understanding of the language, culture, and literary techniques of the Elizabethan era.
Art and Physics: Kinetic Sculptures
Students can learn about physics concepts such as motion and forces in their physics class and then apply that knowledge to create kinetic sculptures in their art class. This project integrates scientific principles with artistic expression.
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Transcript
Cross-Curricular Learning
S T A R T
https://tinyurl.com/lseres1
A question - 5 mins
Think about the world our pupils are going to live in - make a list of key features and topics. What types of skills, knowledge and understanding are going to be most relevant to them? Why?
AIMS AND OBJECTIVES
Aims
To understand the key themes of cross-curricular learning research
Objectives
The Curriculum
The Curriculum
The Curriculum: Subjects or not?
The Curriculum: Subjects or not?
Do children learn best when the curriculum is fragmented into subjects?
Amanda SpielmanHead of Ofsted September 18th 2018
Education for the 21st Century
The new Ofsted education inspection framework (Ofsted, 2019) is calling for a change of focus from an education designed to get good test results to a more holistic view of the curriculum. The Organisation for Economic Co-operation and Development (OECD) emphasises the importance of equipping young people with the expertise, attitudes and values that they will need to contribute to and benefit from an inclusive, diverse and sustainable future. The OECD explain that future-ready students will need several different types of knowledge. (OECD, 2018, p. 5). They will need a working knowledge of how disciplines can work together to address real-world questions that bridge the sciences and wider humanities.
OECD (2019) Conceptual Learning Framework: Knowledge for 2030, Paris: Organisation for Economic Co-operation and Development OECD (2018) The Future of Education and Skills: Education 2030, Paris: Organisation for Economic Co-operation and Development Spielman A (2018) HMCI commentary: Curriculum and the new education inspection framework. London. Available at: gov.uk/government/speeches/hmci-commentarycurriculum-and-the-new-education-inspection-framework (accessed 23 March 2020).
Substantive and Disciplinary Knowledge
Despite differences in terminology, both Ofsted (Spielman 2018) and the OECD (2019) highlight the need to develop both substantive and disciplinary knowledge within education. Substantive knowledge: Content knowledge - knowledge about the content within a discipline (what are pupils required to know to meet the content requirements within the National Curriculum). Disciplinary / Epistemic knowledge: Knowledge about disciplines and the questions, methods and norms of thought specific to them (what is it we do and what types of knowledge do we produce as a scientist, historian, mathematician or artist etc?).
CROSS-CURRICULAR LEARNING
What is it?
Cross-curricular practice can be defined as: ‘when the skills, knowledge and attitudes of two or more subjects are applied to a problem, theme or idea’ (Barnes 2015).
Organisation of the curriculum to help learners recognise natural connections between separate subjects. Bringing together concepts and skills from different subject areas under a major theme or topic.
A cross-curricular approach to teaching is characterised by sensitivity towards, and 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 2011, p.8-9)
CROSS-CURRICULAR LEARNING
Watch the video.What are the perceived benefits of cross-curricular learning for teaching and learning? Do these concur with your own thoughts. Does it have limitations? What factors are considered important for effective cross-curricular learning?
BENEFITS OF CROSS-CURRICULAR LEARNING
[Ensures] greater breadth and balance, potentially giving each child the opportunity to find what they call their 'element'. (Robinson and Aronica 2009) Teaching itself is creative, never formulaic. The aim is 'creative learning', with children coming to own their own knowledge and skills, being enthused and changed by the process, and having some control of the learning process, but under teaching guidance (Jeffrey & Woods 2003, p,3)
Pedagogy of cross-curricular learning allows children to be more involved in their own learning, choosing the experiences that THEY deem important. (Driscoll, Lambirth and Roden 2012) Cross-curricular learning recognises [...] multiple viewpoints and seeks to build more knowledgeable, lasting and transferable understandings of the world around us. (Barnes 2015, p.261) United Nations Conventions on the Rights of the Child expects children to have a say in what and how they are taught.
CHALLENGES OF CROSS-CURRICULAR LEARNING
What do you think the challenges might be for implementing cross-curricular learning within the classroom?
Poor links between too many subjects means that little progression is made. (Alexander et al 1992) In the hands of a teacher with poor subject knowledge and a lack of understanding of how children learn, cross-curricular methods can be counter productive. (Alexander 2010)
RESEARCH RECOMMENDATIONS (CUREE 2009)
Centre for the Use of Research and Evidence in Education Cross-curricular approaches proved to be effective when they either were ‘context based’ (i.e. centred around a particular theme/dimension) or connected the school-based curriculum with young people’s experiences more widely (e.g. in the home and the community). The positive impact of cross-curricular approaches on pupils was noted in terms of their motivation, discursive language and potential to collaborate with each other. More negatively, the damaging lack of consideration to how this approach would build on pupils’ existing ‘conceptual understanding’ was noted. It will be important that new innovation in curriculum planning and development is constructively linked to pupils’ current range of experiences and understanding. At the level of curriculum design, flexibility and ‘time and space’ for development is required. The need for excellence in teachers’ subject knowledge is a priority.
THE PURPOSE OF CROSS-CURRICULAR LEARNING
A cross-curricular approach to teaching is characterised by sensitivity towards, and 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 2011, p.8-9) Savage, J (2011) Cross-curricular Teaching and Learning in the Secondary School, London: Routledge
HISTORY OF CROSS-CURRICULAR LEARNING
Antiquity
Enlightenment
Modernity
Now
TAXONOMY OF CROSS-CURRICULAR APPROACHES
tokenistic cross-curricular approaches
Six approaches:
Barnes 2015
hierarchical cross-curricular teaching and learning
multidisciplinary cross-curricular teaching and learning
interdisciplinary cross-curricular teaching and learning
opportunistic cross-curricular teaching and learning
double focus cross-curricular teaching and learning
Cross-curricular learning
Approaches
Barnes, J. (2018) Applying Cross Curricular approaches Creatively London: Routledge
TASK: CROSS-CURRICULAR APPROACHES
In groups, can you think of an example of cross-curricular sessions (choose 2) based on the following disciplines:
- History and English
- Geography and Mathematics
- Art and Science
- English and Drama
- Art and Physics
- Physical Education and Mathematics
What would be the theme / topic of the session? What activities would you include? What might be the benefits of this cross-curricular session? What might be the challenges? Can you think of any opportunities to include other disciplines within the session?SUMMARY
During this session we have:
REFERENCES
Alexander, R (2010) Children, their Education: Final Report and Recommendations of the Cambridge Primary Review. London: Routledge. Barnes, J (2015) An introduction to Cross-Curricular Learning in Driscoll, P, Lambirth, A and Roden, J (2015) The Creative Primary Curriculum, London: Sage Billingsley, B., Nassji, M., Fraser, S., & Lawson, F. (2018). A Framework for Epistemic Insight. Research in Science Education, 48(6), 1115-1131. doi:10.1007/s11165-018-9788-6 CUREE (2009) Review of Individual Studies from Systematic Research Reviews: February 2008– August 2008. Coventry, CUREE. Available from http://www.curee-paccts.com/our-projects/ qca-building-evidence-base [last accessed 19 Sept 2020] Driscoll, P & Lambirth, A and Roden, J (2010) The Primary Curriculum. London: Sage. Jeffrey, B & Woods, P (2001) The Creative School. London: Routledge. Robinson, K & Aronica, L (2009) The element: How finding your passion changes everything. London: Penguin Rowley, C & Coope, H ed. (2009) Cross-curricular Approaches to Teaching and Learning. London: Sage Savage, J (2011) Cross-curricular Teaching and Learning in the Secondary School, London: Routledge
History and English: Historical Fiction Writing Students study a historical period in their history class and then write historical fiction narratives in their English class. This helps them synthesize historical knowledge while enhancing their writing skills. Geography and Mathematics: Mapping and Scale Geography students learn about map reading and scale. In mathematics, they apply their knowledge to create accurate scaled maps of their local area, integrating concepts from both subjects. Art and Science: Scientific Illustrations Students study biological organisms in science and then create detailed scientific illustrations in their art class. This enhances their understanding of biological structures and fosters artistic skills. English and Drama: Shakespearean Performances English students study Shakespeare's plays, and in their drama class, they perform scenes from the plays. This provides a hands-on understanding of the language, culture, and literary techniques of the Elizabethan era. Art and Physics: Kinetic Sculptures Students can learn about physics concepts such as motion and forces in their physics class and then apply that knowledge to create kinetic sculptures in their art class. This project integrates scientific principles with artistic expression.