Introduction
In education, there are two main approaches to learning: the discrete subject approach and the cross-curricular approach. Both play a big role in how knowledge is taught and learned in classrooms. Going by these definitions, cross-curricular learning is ‘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, p.11). Cross-curricular learning is a powerful approach used in many schools; it provides a context for learning, allowing for a natural flow of subject discipline, whereby ‘the generally accepted skills, knowledge, language, and attitudes that characterize traditional areas of learning within a culture’ (Barnes, 2015, p. 9). It is not about teaching more subjects but about using different subjects to learn. On SBT2, students took part in a history lesson exploring the remarkable contributions of Mary Seacole during the Crimean War. As they delved into Seacole’s life and her significant impact on healthcare, they were not only memorizing facts from a history book but, also actively engaging with her story, understanding the historical context, and recognizing the enduring relevance of her work. This historical exploration naturally extended into their art lesson, where the students were creating portraits of Mary Seacole. This collaboration of history and art exemplifies the essence of cross-curricular learning. The art lesson provided a valuable opportunity for the children to delve into the intricate aspects of Mary Seacole’s life. Notably, they focused on significant details, such as her identity as a black woman, a dimension often overlooked in historical narratives. Each portrait meticulously portrayed this aspect, with careful attention given to the medals she wore, symbolizing her esteemed position within society. This exercise not only honed their artistic skills but also deepened their understanding of Seacole’s historical significance and the broader societal context in which she lived. By intertwining subjects like history and art, students are provided with a rich and immersive learning experience. They not only deepen their understanding of historical events and figures but also develop their creativity. Additionally, the versatility of the art lesson allowed students to explore a range of artistic mediums (Kerry, 2015, p.210), as this was their first time doing a portrait, further enriching their creative expression and understanding of Seacole’s historical significance. On the other hand, the discrete subject approach follows a more traditional model, where subjects are taught separately, each with its own curriculum and instructional time. This approach prioritizes depth of knowledge within each subject area but may sometimes overlook the interconnectedness of different disciplines as there is no assurance that all children will grasp the characteristics or practical application of certain topics through discrete activities alone (Kerry, 2015, p.80). Another approach used in many schools is the thematic curriculum approach, in which a portion of the weekly schedule is dedicated to exploring a specific theme or topic from the perspectives of various curriculum subjects. (Barnes, 2015, p. 11). For instance, during SBT2, our year group concentrated on the theme of bridges for a week, seamlessly integrating it into three subjects. In English, students engaged with a literacy book centered on bridges, while in geography, they explored various types of bridges. Additionally, in Design Technology, they applied their knowledge by constructing their bridge. This thematic curriculum approach not only fosters interdisciplinary connections but also provides students with a holistic understanding of the subject matter across multiple disciplines. All these approaches to learning hold potential effectiveness when implemented with precision and relevance. Now, I will explore both the advantages and concerns associated with cross-curricular learning.
Discussion
Part 1
Aspects of Learning and Teaching Approaches
Two main methods of teaching are commonly used in education: the discrete subject method and the cross-curricular method. With the discrete subject approach, every subject is taught independently, each with its own curriculum and instructional duration. On the other hand, the cross-disciplinary approach combines knowledge, abilities, and perspectives from several academic fields into a single issue, subject, concept, or challenge (Barnes, 2015, p. 11). The discrete topic approach gives the students the chance to concentrate on one subject at a time, allowing the proper mastery of the content. Mathematics might be a good example in that students may set out a specific amount of time to perfect the addition and subtraction area before moving on to more complex concepts like multiplication and division. Such an approach has positive effects like the fact that it will ensure that students acquire the foundational knowledge and skills in all subject areas by defining explicit learning objectives and facilitating targeted training.
Through the integration of multiple subjects around a central idea or problem, the cross-curricular method promotes interdisciplinary connections and provides a framework for learning. Through such a strategy, it is possible for these students to easily make diverse connections while ensuring the application of the acquired knowledge to real-life scenarios(Kirsten, 2019). A course on environmental sustainability could contain, for example, science lessons on ecosystems, math exercises evaluating environmental data, literacy exercises advocating conservation measures, and art projects expressing environmental topics. The integration of subjects generates a clear grasp of knowledge and understanding while, at the same time, students are able to acquire transferable skills across disciplines.
Claims and Reservations
According to Barnes (2015), cross-curricular learning has proven to be quite effective in its use and application in various educational settings. Since it ensures the combination of various subjects, there is a diverse array of knowledge and ideas acquired by students, thus facilitating smooth information integration. This method encourages teachers to use a variety of disciplines as learning channels rather than compartmentalizing subjects. Cross-curricular learning is demonstrated during SBT2. Its effectiveness is demonstrated by the example of Mary Seacole and her involvement in the Crimean War. Through engrossing pupils in Seacole’s story, teachers offered a comprehensive educational experience. Aside from the acquisition of historical knowledge, students were able to comprehend the sociocultural relevance of Seacole’s healthcare activities. Through their participation, students found it easy to assess the historical occurrences and ascertain their application to the present.
Additionally, the seamless integration of history and art is proof of the flexibility involved in cross-curricular learning. As the students dug deeper into Seacole’s story, their artistic expression changed and became a mirror of their expanding comprehension. By refining their artistic skills and deepening their awareness of Seacole’s significance, painting portraits of her helped students bridge the gap between creativity and history. In essence, cross-curricular education transcends traditional boundaries, producing well-rounded individuals with multidisciplinary knowledge and the capacity for thinking creatively and critically. Instructors will be able to achieve a dynamic classroom where there is a smooth flow of subjects, and their students will automatically improve their educational experience.
Promotion of Cross-Curricular Approach in SBT2
The correlation between art and history created a platform for students to explore the different features surrounding Mary Seacole’s life. The attention was given to the essential nuances, like her identity as a black woman. All her portraits captured this facet, down to the minute detail of the medals she wore to represent her prestigious status in society. This project will enable various students to refine their artistic skills since they acquire a deeper understanding of Seacole’s history and its relevance, plus her daily social surroundings. Students had quite an immersive learning experience. The fusion of art and history was important and a major foundation for such an experience.
Reflection
I took time to have insights in my SBT2 lessons where I figured I would have done better if I embraced the cross-curricular connections. A greater example was during the science unit which focused on the properties of materials. The incorporation of “The Three Little Pigs” fable seems to have created a platform for the investigation of material properties and also the creation of technological ideas. Students can better their language and design skills from the knowledge regarding the scientific principles. This will be through practical experiments, the integration of literacy activities, and design challenges that draw inspiration from the narrative.
Further chances for student-led inquiry and exploration would have improved the cross-curricular learning process by empowering students to take charge of their education and follow their interests in a variety of topic areas.After going over my SBT2 curriculum design, I have come to realize how crucial it is to connect various topic areas in a meaningful way in order to give students coherent, holistic learning experiences. In order to give students a thorough and interesting education, teachers can take advantage of the advantages of both discrete subject teaching methods and cross-curricular teaching by recognizing common themes or topics that cut across several subject areas.
Part 2
Promotion of Collaborative Learning through Activity Planning
Developing and delivering a task to colleagues can greatly enhance group learning, particularly when addressing difficult concepts like the Fundamental British Values. One of the main components of the cross-curricular approach is collaborative learning, which emphasizes collaborative problem-solving, shared knowledge development, and peer engagement(Handayani, Mantra, & Suwandi, 2019). Organizing and leading activities for their peers involve the participation of teachers in group creativity, sharing, and assessment. By embracing such an approach, students will be able to understand the complex ideas fully. First of all, the planning process acts as a mirror to the nature of cross-curricular learning. It involves the consideration of different points of view and the combination of numerous concepts. When teachers collaborate to create activities, they combine their different experiences, perspectives, and domains of expertise (Handayani, Mantra, & Suwandi, 2019). In turn, this approach becomes key to improving the learning process for both parties, the teachers and students. A good example is the designing of an activity that focuses on teaching Fundamental British Values. The educators can use their expertise in history, ethics, social studies, and cultural studies to develop a comprehensive approach.
Active participation in the activity and soliciting feedback from peers is the key to effective student learning since they hold the ability to articulate their thoughts, elucidate concepts, and hold conversations with their peers(Le, Janssen, & Wubbels, 2018). The process provides the teachers a chance to consider areas of improvement, gain a deeper understanding of complex ideas, and receive insightful criticism from their colleagues, which helps them better themselves. For instance, during a lecture on teaching Fundamental British Values, educators may pick up shrewd advice from colleagues regarding effective teaching strategies, possible obstacles, and relevant resources. Planning and carrying out peer-led activities promotes collaborative learning by fostering the generation of collective knowledge, promoting a diversity of opinions, and facilitating peer evaluation. All the facets mentioned are embodied in the cross-curricular approach.
Impact of Reflection on Group Work in SBT
The way that SBT, children’s learning organizations, and adult collaboration are all impacted by group work raises the alarm. Group teachings will help teachers to re-evaluate their leadership. Communication and collaborative abilities. These professionals will understand the strengths and weaknesses of their students so that they improve their practice and effectiveness. Through SBT group work reflection, the teachers fully understand the need to collaborate in groups and teams to ensure the delivery of learning opportunities for students. There are factors to consider in order to steer collaboration and teamwork. They include group projects, peer tutoring, and cooperative problem-solving assignments. The constant determinant is the need for teachers to grasp and recognize the benefits related to such kind of approach. This helps to develop critical thinking, cooperation, and communication skills in addition to increasing student engagement and achievement.
Educators’ approach to setting up students for learning is also informed by reflection on group work. The goal remains related to the importance of peer interaction and student participation. The educators can come up with group work ideas steered towards enhancing the development of Fundamental British Values via the implementation strategies. Such strategies include peer-led conversations, flexible grouping, and cooperative learning frameworks. Such a reflection will promote close relations with other adults (parents, community partners, and coworkers), thus leading to effective and productive group work. The teachers will acknowledge the importance of communication, mutual respect and empathy during the group work undertakings. It will help in the cultivation of a culture of cooperation, the creation of strong and healthy bonds, and the maximization of the collective influence on the learning and well-being of students.
Conclusion
A cross-curricula approach possesses a lot of advantages.This method emphasizes the breadth of knowledge within each subject area. Still, it occasionally ignores the connections between many disciplines because it cannot guarantee that every kid would understand the qualities or real-world applications of any given topic through isolated activities. In addition to encouraging interdisciplinary linkages, it gives students a comprehensive grasp of the material from several academic fields. All of these learning strategies have the potential to be effective when applied precisely and pertinently. The essay also has reflective bits, one about learning and classroom integration with examples and the other about group work collaborations still aimed towards effective learning.
References
Barnes, J 2015, ‘An introduction to cross-curricular learning,’ viewed 28 April 2024, https://www.researchgate.net/profile/Jonathan-Barnes-3/publication/274313611_An_Introduction_to_Cross-Curricular_Learning/links/551b2ab60cf251c35b5080db/An-Introduction-to-Cross-Curricular-Learning.pdf
Handayani, N, D, Mantra, I, B, N, & Suwandi, I, N 2019, ‘Integrating collaborative learning in cyclic learning sessions to promote students’ reading comprehension and critical thinking’, International research journal of management, IT and social sciences, vol. 6, no. 5, pp. 303-308, https://doi.org/10.21744/irjmis.v6n5.777
Kirsten, N 2019, ‘Improving literacy and content learning across the curriculum? How teachers relate literacy teaching to school subjects in cross-curricular professional development’, Education Inquiry, vol. 10, no. 4, pp. 1-17, https://doi.org/10.1080/20004508.2019.1580983
Le, H, Janssen, J & Wubbels, T 2018, ‘Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration’, Cambridge Journal of Education, vol. 48, no. 1, pp. 103-122, https://doi.org/10.1080/0305764X.2016.1259389
Kerry, T 2015, Introducing cross-curricular teaching: the conceptual underpinning. In Cross-Curricular Teaching in the Primary School (pp. 3-25). London: Routledge.
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