The concept of cross-curricular subjects was criticised
heavily in the Three Wise Men Report 1992 which
stated that cross-curricular learning resulted in poor progression, (Alexander
et al 1992) and that topic work led to on the surface learning and only
discrete subjects benefitted pupils more.  In correlation to this Kelly (2013),
questioned the identity of subjects as planning was centered on the product
rather than the contributions of subjects and process of learning.                                                                                                                             However in
contrast to this report, Savage (2010), stated that a ‘cross-curricular approach
to teaching is characterised by a sensitivity towards, and a synthesis of
knowledge, skills, and understanding from various subject areas, it also
promotes an approach to learning which embraces and explores this wider
sensitivity through various methods’. (direct quote – needs refrencing ie, author, year
and page number).                                                                       The impact this can have on planning
for teachers is ensuring that their subject knowledge is stretched further in
order to utilise a range of techniques in line with cross-curricular planning. Also
In agreement of cross-curricular learning was an Ofsted Report (2010), which stated
that good examples of creative styles of learning were embedded
successfully within the National Curriculum, both through the presentation of
individual subjects and through cross-curricular approaches. This suggests that
cross-curricular learning is becoming
more important and is being incorporated
more into planning for children learning.   


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