I don't know about you, but my biggest problem as a teacher is trying to fit everything in. And sometimes, with the best will in the world, subject specific self-help books and conferences can compound the feeling that I've somehow missed the mark; because, to each author and speaker, their subject is of paramount importance. And yes, it's true, everything they say is true, their subject IS really important. But that doesn't change the fact that I only have a finite number of hours in the day. How can I do justice to every subject?
I'm reminded of a joke I heard years ago.
'Do you know the way to the lake?', a van driver inquired of a local resident.
Following a moment of reflection, the old man replied, 'Aye, sir, I do, but if I were you I wouldn't start from here!'.
Perhaps we are starting from the wrong place. What if we were to look carefully at the fundamental requirements of the curriculum? Rather than looking at what is DIFFERENT, how about looking at what is the SAME?
Although the programmes of study are, of course, really important, the AIMS for each subject can perhaps be seen as the road map that points us towards the goal for our students' learning. An examination of the aims of some of the key subjects reveals some remarkable similarities. Five themes seem to emerge:-
- problem solving and reasoning
-visualisation
-prediction
-precise use of language
-making connections
Supposing we begin with looking a how we use the content of the curriculum in a creative and cross-curricular way to support children in making connections not only within the one subject but across the curriculum? Buy one, get one, or two, or even three, free!
Although there is significant evidence (Swan et. al. 2013, Mcclune, Alexander and Jarman, 2012) and a plethora of academic writings (for example Barnes, 2011, Trevor, 2011) suggesting the benefits of cross-curricular learning in making connections, few authors extend this to mathematics. And the lack is particularly noticeable in the UK. Why is this?
Research conducted by Tyson (2016) strongly suggests that although the idea of cross-curricular teaching appeals to them, many teachers avoid it because of fear of judgement; judgement by senior leadership, judgement by Ofsted, judgement by parents. They are also in fear of failing to cover the curriculum. And a fear of lack of subject knowledge. There is a belief that teaching from a published scheme of work will meet with approval from all parties. In real life, however, subjects are interconnected; numeracy and literacy do not appear in separate silos, neatly stacked alongside the geography silo and the science silo! Is it possible for children to learn everything that is required from the curriculum using cross-curricular strategies?
My belief is that while not every concept in every subject can be covered in this way, many can. I would argue that there is huge potential for contextualised learning and engaged learners and that the 'buy-one-get-one-free principle definitely applies- learners will be spending time thinking about at least two subjects at once - and probably outside of the lesson too! But where to start?
I suggest looking at using story books to teach both literacy and numeracy is a good place to begin. Around the same time as I began studying this topic, Reading University created a website https://www.mathsthroughstories.org/ which identifies thousands of books which have potential for learning of maths. This would be a great place to start. Because the focus of this site is numeracy, the cross-curricular element is, in my opinion, lacking a little, but it's a start, and many teachers find the numeracy element the most challenging. Before my life took a rather chaotic turn a few years ago, I began this blog, only managing to post one blog about maths and stories, but hopefully the one gives some idea as to what can be done with a little creativity to create a more interconnected learning experience for our real children who will live in a real world!
References
Barnes, J (2011) Cross curricular learning 3-14 (2nd Ed) London:Sage
Cook, D Problem-based learning across the curriculum: exploring the efficiency of a cross-curricular application of preparation for future learning. Interdisciplinary journal of problem-based learning, 2013 Vol. 7 (1)
Mcclune, B ; Alexander, J ; Jarman, R Unexpected Allies: advancing literacy in a 'science-English' cross-curricular context. International Journal of Educational research 2012, vol 55 pp 66-78
Trevor, K (2011) Cross-curricular teaching in the primary school: planning and facilitating imaginative lessons Abingdon: Routledge
Swan, K ; Vahey, P ; Van't Hooft, M ; Kratcoski, A ; Rafanan, K ; Stanford, T ; Yarnall, L ;
Tyson, P (2016) Mathstory - the value of cross-curricular teaching and learning (NP)
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