Cross Curricular Teaching

A Rationale for Teaching across the Curriculum

Teaching across the curriculum requires teachers to make a conscious effort in order to apply the principles, knowledge and values of several academic disciplines simultaneously. These disciplines can be related through central issues, themes, processes, topics, experiences and problems (Jacobs 1989). It allows students to use what they have learned and been taught in different ways. The thematic unit is the organisational structure of teaching across the curriculum, with a framework of goals and outcomes that outline what students should be expected to learn as a result of the activities and lessons in the unit. As a result, it allows for the opportunity of deeper learning through problem solving

One benefit is that it can increase student motivation for learning, as well as their level of engagement with the content. In contrast to isolated skill instruction, students that actively participate in cross curricular activities have been shown to see value in what they are being taught (Resnick 1989).

Another benefit of cross curricular teaching is that it actively promotes and improves student learning, through providing ideal conditions in which effective learning can blossom. Students in the language arts often learn in an increased capacity when they begin to explore and understand what and why they are learning, using these skills to interact with their teachers, classmates and the community as a whole (Thaiss 1986). Cross curricular education is also considered to be a powerful method of generating creative thinking (Barnes 2012).

Using themes has been shown to offer teachers a flexible, logical and useful way in which to organise their teaching methods over a period of time (Tchudi 1991). As teachers move through a unit with their students, they are able to integrate specific content and engage their students in learning activities that are not only functional to learning, but are meaningful to their students (Thompkins & Hoskisson

This can include projects that get students working either in collaboration with each other, or independently in order to solve problems that occur outside of the classroom setting (Ward 1988). This provides students with the opportunity to read and respond to text, actively discuss their ideas with their teacher and peers and work towards a particular goal, be it the understanding of the content, strategies, concepts or skills.

Cross curricular activities are intended to be used in order to progress learning at all levels, it aims to assess attitudes and progress students’ understand of themselves, as well as understanding others, local issues and the global community (Rowley & Cooper 2009).

The drawbacks of cross curricular education lies in the cooperation of teachers from different faculties. Many teachers, specifically older ones, will have had limited experience engaging with cross curricular education, either during their school-based learning or as students themselves (Barnes & Shirley 2007). Assessments and subject progression can be difficult to achieve if the teacher is inexperienced in the use of cross curricular teaching (Barnes