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S T A R T

Cross-Curricular Learningand Epistemic Insight

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?

• Explore key themes cross-curricular learning and Epistemic Insight
• Identify theoretical foundations of cross-curricular learning and Epistemic Insight research
• Examine strategies for cross curricular learning and Epistemic Insight research

To understand the key themes of a cross-curricular learning and Epistemic Insight and research project

Objectives

Aims

AIMS AND OBJECTIVES

• 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

• Should the curriculum be organised into subjects and areas of learning, or organised according to themes or topics?

The Curriculum: Subjects or not?

Amanda SpielmanHead of Ofsted September 18th 2018

Do children learn best when the curriculum is fragmented into subjects?

The Curriculum: Subjects or not?

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).

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.

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?).

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 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).

What is it?

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.

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?

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.

BENEFITS 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)

CHALLENGES OF CROSS-CURRICULAR LEARNING

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.

RESEARCH RECOMMENDATIONS (CUREE 2009)

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

THE PURPOSE OF CROSS-CURRICULAR LEARNING

HISTORY OF CROSS-CURRICULAR LEARNING

Now

Modernity

Enlightenment

Antiquity

Barnes 2015

Six approaches:

double focus cross-curricular teaching and learning

opportunistic cross-curricular teaching and learning

interdisciplinary cross-curricular teaching and learning

multidisciplinary cross-curricular teaching and learning

hierarchical cross-curricular teaching and learning

tokenistic cross-curricular approaches

TAXONOMY OF CROSS-CURRICULAR APPROACHES

Barnes, J. (2018) Applying Cross Curricular approaches Creatively London: Routledge

Approaches

Cross-curricular learning

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

Produce an outline / plan for the sessions - what is the theme / topic? 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?

TASK: CROSS-CURRICULAR APPROACHES

Shattering the Subject Silo: Cross-disciplinary learning and Epistemic Insight

Disciplinary / Epistemic Knowledge Task:Examine your own disciplinary specialism. What are its general characteristics? Its methods, norms of thought, questions and type of knowledge? GIve an example and share it with a colleague.

The Epistemic Insight Initiative was a recent CCCU research and curriculum innovation project that combines research-engaged teaching with a national research project in schools. The initiative proposes an educational framework for schools and teacher education with curriculum objectives and teaching strategies ‘designed to detect and address gaps and misperceptions in students’ understanding that are associated with […] pressures and barriers [related to entrenched compartmentalisation]’ (Billingsley, Nassji, Fraser and Lawson 2018, p.1117). .

Citizens of the 21st Century have to contend with big questions that address environmental, economic and social challenges such as climate change, disruptive technologies, and instability and cultural diversity within society. According to the OECD: Future-ready students will need both broad and specialised knowledge. Disciplinary knowledge will continue to be important, as the raw material from which new knowledge is developed, together with the capacity to think across the boundaries of disciplines and “connect the dots”. (OECD 2018, pp. 4-5) OECD (2018) The Future of Education and Skills: Education 2030, Paris: Organisation for Economic Co-operation and Development

Citizens of the future...

Research has identified that entrenched compartmentalisation tends to prioritise content knowledge and 'teaching to the test' that neglects students’ understanding of the methods and norms of thought affiliated with each discipline – such neglect restricts pupils’ capacity for recognising the strengths and limitations of different knowledge domains, a skill that will be essential for addressing big questions and developing a critical awareness within an increasingly interconnected world.

The Compartmentalised Curriculum

History etc...

Maths

Science

Geography

Why?

Big questions bridge science and the wider humanities and are frequently squeezed out of school education. And yet these are questions where great advances are being made and where the conclusions and outputs affect the lives of individuals and society.

Children constantly face big questions about the world that provokes their curiosity. Big Questions are questions about the nature of reality and human personhood. Some examples include, can a robot be a good companion? Can and should genetic engineering be used to make better people? Why do life and the universe exist?

Why?

Why?

Why?

Big Questions

In recent months, school pupils throughout the world (including the UK) went on strike to raise awareness of climate change and to demand that more action is taken by politicians and governments to curb ecological and environmental disaster. Pupils need to simultaneously consider various viewpoints and multidisciplinary perspectives (science, geography, history, ethics etc) if they are to effectively understand and response to the topic.

Relevance: An Example

Epistemic Insight in the Curriculum

By providing a curriculum in which bigger questions and multi-disciplinary perspectives are acknowledged and addressed, pupils will be better equipped to:

• appreciate the knowledge types (epistemology) of different disciplines, as well as their benefits and limitations.

• better understand an increasingly interconnected world that requires knowledge from multiple viewpoints and perspectives.

• become more scholarly (critical, curious and discerning) and confident learners.

BigQuestions

History etc...

Maths

Science

Geography

Is it true that 'you are what you eat'?

Epistemic Insight in the Curriculum

Let us put Epistemic Insight into practice. Which subjects might be relevant to answering the question? Why? Is a cross-disciplinary approach to the question beneficial to pupils' understanding of both learning topics and different disciplines? Justify your answer.

TEACHING EPISTEMIC INSIGHT

What does teaching Epistemic Insight look like?

Watch the short video here. A BBC introduction can also be found here.

Research objectives

• Develop pupils' curiosity and capacity to address and express questions that bridge disciplines and subjects • Explain the characteristics, potential and limitations of a range of disciplines and areas of knowledge and how they interact to inform our thinking about questions • Design, conduct and evaluate enquiries that demonstrate a growing ability to think more deeply, compassionately and critically about Big Questions.

Click on the above images.

EPISTEMIC INSIGHT TOOLS

TEACHING EPISTEMIC INSIGHT

Identify a Big Question - i.e. Is it true that you are what you eat? How do we keep the planet safe? What does it mean to be alive? How should we manage the coronavirus? Identify those subject disciplines that are relevant to the Big Question. Devise a strategy(ies) to engage pupils with the Big Question within a range of subject disciplines. What do you consider to be the advantages of teaching the topic in a cross-curricular way? How will your strategy address the characteristics of each subject discipline and generate a recognition within pupils of the methods and norms of thought specific to them?

TASK

TASK

• Explored key themes cross-curricular learning and Epistemic Insight
• Identified theoretical foundations of cross-curricular learning and Epistemic Insight research
• Examined strategies for cross curricular learning and Epistemic Insight research

During this session we have:

SUMMARY

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

REFERENCES

Organise the pupils in teams of five and assign a discipline hat to each: science, geography, history, and so on. Each group is now formed of scholars in their assigned discipline. Ask the pupils to analyse and interpret the question through their assigned discipline. What questions might be asked by the discipline to address the bridging question? What methods might be used in the discipline to address the questions?

Discipline Hats

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.