The Benefits of a Cross-Curricular Approach to Learning and Teaching within KS2 - Case Study Example

The Benefits of a Cross-Curricular Approach to Learning and Teaching within KS2 Table of Contents I. Introduction …………………………………………………………….. 3 II. The Requirement for KS2 Syllabus………………………………….. 4 III. Cross-curricular Approach to Learning and Teaching …………….. 5 a. The Application of Interaction Classroom Technology (ICT) on Different Subjects ……………….. 5 b. The Application of Cross-Curricular Thematic Instruction ………………………………………. 6 IV. Other Benefits of Cross-curricular Approach to Learning and Teaching of Key Stage 2 Students …………………………………… 7 a. Makes Learning Experience Enjoyable ………………… 8 V. Discussion ……………………………………………………………... 8 VI. Recommendation ……………………………………………………… 9 VII. Conclusion ……………………………………………………………… 10 VIII. Table – The Key Stages………………………………………………. 11 IX. Bibliography………………………………………………………...13-14 Introduction According to the National Curriculum, ACCAC has recommended a “more learner-centred and skill-focussed curriculum” to the Welsh Assembly (ACCAC, 2004, p. 31) to ensure that the learning standards applied to every student is sound and appropriate enough for them to develop a strong, well-balanced foundation when it comes to major subjects like English, Science, and Math. (ACCAC 2002, p. 2) The National Curriculum places strong emphasis not only on in-school learning, but also beyond the borders of the alma mater. (Charles Clarke, p. 5) The aim is to prepare the child for opportunities, responsibilities and experiences in adulthood. (Skills framework) It lays stress on guidance towards multiple intelligences, learning styles, thinking skills, assessment for learning, and approaches to marking of pupil’s work.” (ACCAC, 2004, p. 32) The obligations of an individual towards society at large are inculcated in the child during this stage. (Barnes, Jonathan M, p. 8) Basically, the national curriculum is divided into 4 key stages based on the students’ age and educational attainment. As soon as the child reaches the age of 3 years, he or she is required to go through an early learning program. Specifically the National Curriculum for students between the age of nine to eleven, or the Key Stage 2, is designed to allow the primary school teachers to be guided on the learning topics they need to teach the students. (ACCAC, 2002). At the end of Key Stage 2, these students are required to participate in the national test and teacher assessment in English, Math and Science. The tests must focus on the range of KS2 levels. (ACCAC, 2004, p. 34) The emphasis now being cross-curricular approach, the teacher must critically analyze well in advance its benefits in the learning and teaching of Key Stage 2 (KS2) students. It is very important for the teacher to assess and examine the purpose behind the promotion of cross-curricular approach in strengthening the learning and teaching techniques for KS2 students because this is the year when children start getting acquainted with the three R’s. (ACCAC, 2002, p. 4) Additionally, the Curriculum highlights the need to focus on skills along with knowledge content so that the child gets maximum exposure to application of knowledge wherever possible. Learning material in both English and Welsh languages must be appropriately complemented and available to ensure language barriers do not obstruct students and teachers’ requirements. (ACCAC, 2004, p. 36) The Requirements for KS2 Syllabus According to the National Curriculum There is a similarity in approach in the national curriculum for English, Math and Science. The faculty is particularly required to sensitively pursue a curriculum that places equal emphasis on “teaching what is taught equivalent to learning and how it is learnt.” (ACCAC, 2002, p. 22) KS2 students are required to undergo the national test and teacher assessment. (See Table 1 – The Key Stages in English, Math and Science Curriculum on page 11) Nonetheless, education is not confined to accumulation of facts and figures. It is also character building based on integrity and values established over the ages. (Radnor, Hilary A, p. 12) Cross-curricular Approach to Learning and Teaching The Application of Interaction Classroom Technology (ICT) on Different Subjects The new cross-curricular approach empowers the teachers with special skills and capabilities and a wide-range of teaching and learning techniques. Consequently, today primary school teachers have the benefit of the interaction classroom technology (ICT) which is instrumental in teaching and learning diverse subjects such as English, Math and Science in more effective and interesting ways both for the teacher as well as the students. (Tondeur, van Braak and Walcke, 2007; Qualification and Curriculum Authority / Department for Education and Employment, 1999). ICT brought about a paradigm shift in education through the use of technology in learning. This includes the use of school computers, overhead projectors, the television and other electronic devices that enable the students participate actively in class discussions and problem solving. (Bottino, 2004). However, even though research study conducted by Hennesy and Deaney (2004) claims that many teachers have already tried integrating ICT as part of their teaching strategy, they also mention that the use of computers did not have any significant impact on the teachers’ teaching practices and the learning performance of the students because certain anomalies in the ICT’s design vis-à-vis education. (Nicol and Watson, 2003; Reynolds et al., 2003; Selwyn, 2003; Harrison et al., 2002) According to Sadler (1994), it is critically important for the teachers to understand the ICT tools for the students to benefit from it. The teachers have to be thoroughly exposed to the software and programmes comprising the ICT. For instance, the use of Integrated Learning Packages, also known as the ‘drill and skill’ software such as the Research Machines’ Success Maker software is useful in improving the students’ learning in Maths. (BECT, 1998a) However, this software is not feasible for other subjects like history or geography. The teachers must know the software and programme thoroughly before they are in position to effectively use them. The Application of Cross-Curricular Thematic Instruction Nonetheless, cross-curricular approach to learning and teaching is not limited to the use of ICT alone. There is also the possibility of integrating other learning skills into the syllabus. To illustrate: the English teacher may connect reading and writing by requiring the KS2 students to submit a research paper based on a specific literary book. The teacher may also integrate reading and oral language development by requiring each KS2 student to participate in role playing. (Ruddell and Ruddell, 1994) In the process, the teacher is in a position to convincingly develop the students’ reading, writing, oral communication and social skills all at the same time. According to Anderson et al. (1985), students also learn different ideas and information related to other subjects by being good readers. For this reason, teachers should make sure that the assigned reading materials to be given to the students are enjoyable. (ACCAC, 2004) Another way of attracting the students’ interest in reading is to inculcate in them the habit of reading ‘real life’ materials like magazine articles, brochures, maps, or news report. By doing so, the teacher is not only improving the students’ reading skills but also inspires them to develop a sense of awareness in the real world. (Barnes, Jonathan M, p. 6) In the Science subject, teachers can make the class discussion more effective and enjoyable by considering the teaching methods used in subjects like history that focus on students’ thinking and reasoning skills rather than the application of a typical right or wrong questions approach. (Thompson, 2007) The assessment method used in history is reinforced by the questioning of evidence as part of strategy that enable the students develop analytical skills. By integrating this type of assessment approach in Science curriculum, the teachers could be effectively developing the students’ critical thinking capabilities. Other Benefits of Cross-curricular Approach to Learning and Teaching of Key Stage 2 Students The cross-curricular approach in teaching and learning is beneficial to the students’ learning process. (Alberta Learning, 2000) Requiring the Key Stage 2 teachers to integrate this approach in education enables them to improve their own basic skills and also students’ ability to comprehend and grasp the lessons through the use of different methodologies as tools in the process of teaching and learning. Also, exposing the students to new learning technologies will enhance their skills, make them more comfortable on the use of ICT, and bring them face to face with the technologies of tomorrow as they learn not only academic subjects but also gain access to sophisticated gadgets. (Plomp et al., 2003) Makes Learning Experience Enjoyable The integration cross-curricular approach with other teaching and assessment methods provide students with a wide array of problem solving methodologies. Cross-curricular teaching and learning approach also help students experience collaborative and more flexible learning techniques. (ACCAC, 2002) In some cases, teachers integrate Science with other subjects related to arts, music, physical education or history subjects in order to increase the students’ interpersonal skills. A very good example of making the students’ learning more exciting is to promote the integration of gaming approach to learning. The KS2 Online Activity1 offered by Coxhoe Primary School is a great example of making the students’ learning experience more exciting in the English language. These online games include spelling quizes, proper usage of syllables, root words, and suffixes among others. Likewise, the gaming approach to learning can also be applied to other subjects like Science2 and Maths3. In the process, the students enjoy learning better as compared to the traditional teaching and learning approach. Discussion The cross-curricular approach to learning and teaching strategy can be used in developing the students’ knowledge and skills as the school teachers motivate them by making the class activities more interesting and enjoyable. (Barnes, Jonathan M, p. 3) The cross-curricular teaching and learning approach significantly increases the students’ academic performance. Clarke (2003: 5) reported that schools possessing good cross-curricular resources enable the KS2 students to achieve better academic results as compared to schools that do not provide these resources. However, one must remember it is the ability of the teachers to effectively use these teaching tools that is crucial for this application to prove its mettle. There are other possibilities that can mar this technique such as the possibility of computer break-down caused by burn out bulbs, virus attack, or stealing of computer parts. (Bunz, 2001: 7). Unless there is proper technical back up such as use of Uninterrupted Power Supply (UPS) facilities and technical manpower, these occurrence could result in reducing the effectiveness of the cross-curricular approach in education. Recommendation KS2 teachers should learn to effectively use the cross-curricular teaching approach to increase students’ learning motivation in class. Since gaming approach to learning can be fun, teachers should encourage students to make use of Coxhoe’s online learning activities at home. By doing so, the students could spend a little of their time at home learning and improving their academic knowledge and skills related to English, Math and Science subjects among others. KS2 teachers should also maintain a regular communication with the students’ parents. The school authorities could provide the parents with guidelines on allowing the students play online games related to KS2 subjects at home. (ACCAC, 2004, p. 24) Conclusion The National Curriculum serves as a catalyst for teachers and students on the ways that teaching and learning skills and techniques could be enhanced. In the process, the students’ parents are also encouraged to use this curriculum in guiding their children with their school work. (ACCAC, 2004, p. 24) Teaching the KS2 students can be made more effective and exciting with the use of cross-curricular approach to learning and teaching. For this purpose, it is very important that school teachers master the use of ICT and the other teaching and assessment methods in order to arouse the curiosity and interest of the students. As a result, more KS2 students could improve upon their academic performances. Table I – The Key Stages in English, Math and Science Curriculum Age Stage Year Assessment 3 – 4 Foundation 4 – 5 Reception 5 – 6 Key Stage 1 Year 1 6 – 7 Year 2 Teacher assessment in English, Maths and Science 7 – 8 Key Stage 2 Year 3 8 – 9 Year 4 9 – 10 Year 5 10 – 11 Year 6 National test and teacher assessment in English, Maths and Science 11 – 12 Key Stage 3 Year 7 12 – 13 Year 8 13 – 14 Year 9 National tests in English, Maths and Science; and teacher assessment in other foundation subjects 14 – 15 Key Stage 4 Year 10 Some students take GCSEs 15 – 16 Year 11 Most students take GCSEs or other national qualifications Source: Directgov, 2008 Bibliography: ACCAC, 2002; Skills across the curriculum, Bassaleg School, Curriculum Policy,updated September 2003, http://www.newportsouthwales.net/bassaleg/policies/curriculum.pdf. 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The National Curriculum for England - Revised 2004. 7 April 2008 . “Qualification and Curriculum Authority / Department for Education and Employment.” 1999. Information and communication technology. The national curriculum forEngland. 7 April 2008 . Radnor, Hilary A, Across the Curriculum, Cassell 1994. Ruddell, R. and M.R. Ruddell. Language acquisition and literacy processes. In Ruddell R. & Ruddell M.R. (eds.) 'Theoretical models and processes of reading' (4th ed.). Newark, DE: International Reading Association, 1994. Skills framework for 3 to 19-year-olds in Wales, Department for Children, Education, Lifelong Learning and Skills, Welsh Assembly Government, Cardiff, CF10 1EW, www.wales.gov.uk. Thompson, Merisa. “AstraZeneca Science Teaching Trust.” 2007. The Trust and its Work. 7 April 2008 Read More