Cross-Curricula Learning and Teaching

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I believe all subjects within primary education should be taught in a cross curricula format, this is because of the many positive influences this teaching style can have on children within primary education. Integration of subjects is considered to increase understanding through creating connections between ideas in meaningful learning contexts, (Dave et al. 2012.) children remember things they are taught and are more likely to understand them when there is meaning behind it. Creating links across subjects can heighten the learning experience, perhaps for example when they are learning something to do with numeracy and literacy. For example labelling a graph within a maths lesson. Here the children are relating skills they have developed in literacy for example -  capital letters for titles and names - whilst relating them to a maths lesson, creating these important links. As later on when they are learning or repeating this knowledge in a literacy lesson, they are subconsciously connecting with the maths lesson they used it in. 

The idea that all subjects would be link created or integrated is positive in regards to the idea that it leaves less room for the children to begin disliking a subject. If they find basic times tables in maths boring, once integrated or combined with another area in the curriculum, maths could become their favourite subject. And instead of them disliking the whole subject, they only dislike an area. This can result in stereotypes about certain subjects being reduced, if the subjects are different every time - varying on what they are combined with - then how can they not be enjoyable, or at east interesting. Mixing subjects is a fairly new approach and is supported by some professionals. I believe that integrating content is extremely positive for those who perhaps struggle with a certain subject, as before within a maths lesson on paper(for example) they could have felt disengaged and forgotten about, but imagine they are in the top of their class for ICT. When the two are combined the child could excel but without this integration they would have never known maths could have been enjoyable.

‘Teaching in a cross-curricula context makes the place of the learner central, rather than the place of content’, (Kerry, 2015). Sometimes it could be seen that teachers were so invested in following and teaching exactly what Is on the curriculum that some children get left behind, through no fault of teacher or child. Some teachers feel the pressure of the national curriculum being covered within a set time that they don’t often have time to sit down with a child and discuss what went wrong and why they are struggling, leaving some subjects on the curriculum disregarded and seen as less important compared to numeracy and literacy. The idea of a corse-curricula balance across schools, I feel, will have an extremely positive influence over the education that children receive. There will hopefully be more subjects covered at once in less intense ways, leaving room for questions and the possibility to recap over a topic that was brushed over previously. Cross curricula learning is the beginning of a child-centred learning approach. Children could eventually decide to learn what and when they want too, whilst still following the national cross-curriculum. 

Cross-Curricula learning I feel, is a vital part within primary education. it allows children to develop and enhance their true learning capabilities with the assistance of a teacher teaching them. 

Dave et al. (2012) Developing pre-service primary teachers’ perceptions of cross-curricula teaching through reflection on learning. Taylor & Francis: Online. 

Kelly, T. (2015) Cross-Curricula Teaching in the Primary School. London: Routledge