Disadvantages Of Cross-Curricular Learning

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The cross-curricular approach to learning can be defined as a focus on the curriculum in its entirety, using a ‘single experience’ which may take the form of a theme, a question or an idea, which is explored through the application of varying skills and knowledge (Barnes 2008). This method can be daunting for teachers when focus is so often placed on exam success rather than the learning experience of the child. However, there is reason to believe that children can become more effective learners through a varied approach and so improve their skills both for test taking and for their lives as professionals.
There is a necessity to explore what the fears may be for teachers when approaching this method of cross-curricular learning and why some teachers are in opposition of the idea. Kerry (2011) suggests that many educators are convinced that the subjects we see laid out in the curriculum are this way because each has a ‘specific kind of conceptual thinking’. With this belief comes the idea that the content of each can only be adequately learned through teaching of the subject discreetly, through the ‘procedures specific to that content’. The scepticism continues with the impression that, without clear boundaries between subjects, some fundamental skills in a
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This approach can prepare children more soundly for their futures in the working world and can be supported by the thematic approach such as the example of Ethical Enterprise. Though there are struggles in ensuring all children receive a rounded learning experience and absorb all of the necessary subject specific knowledge, the process of learning and skills learned are consistent throughout the curriculum. Therefore, through motivating and inspiring planning, a cross-curricular approach can be applied effectively in the primary classroom, allowing all children to make significant

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