It has been argued that cross-curricular teaching is risky, sometimes a well-prepared topic doesn’t catch the imagination of pupils as hoped, which can lead to an uninspiring and drawn out topic. It is important to consider what barriers to learning there may be, what are the influences of the wider curriculum and how to engage all children. Within the rose review, Sir Jim Rose states that “Subjects will be complemented by worthwhile and challenging cross-curricular...
It has been argued that cross-curricular teaching is risky, sometimes a well-prepared topic doesn’t catch the imagination of pupils as hoped, which can lead to an uninspiring and drawn out topic. It is important to consider what barriers to learning there may be, what are the influences of the wider curriculum and how to engage all children. Within the rose review, Sir Jim Rose states that “Subjects will be complemented by worthwhile and challenging cross-curricular studies that provide ample opportunities for children to use and apply their subject knowledge and skills to deepen understanding”. Paul Dix advocates taking those risks “risk is an essential element of teaching and learning…. The risk that allows children to walk the tightrope of failure with the safety net of a supportive classroom climate. The risk that breaks away from the monotony of prescriptive curriculum and formulaic teaching. The risk that raises expectations and achievement. Despite being an advocate of the creative approach Barnes also clearly states that ‘poor cross-curricular teaching results in fragile, temporary, untransferable and difficult to articulate learning’.The importance of ensuring a cohesive, well-planned curriculum is taught is the highest priority, it needs to be effective and the outcomes for all involved are far more beneficial than standalone lessons.
