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Drawing on your experience of working in an educational setting, on your academic
research and other experiences of learning, consider and comment on the advantages
and disadvantages of the creative application of:
a) Cross-curricular learning
b) Learning outside the classroom
To what extent are these key factors in contributing to effective teaching in teaching
the primary curriculum and EarlyYears Foundation Stage?

It will be argued that the creative application of cross-curricular learning and
learning outside of the classroom are absolutely imperative in contributing to effective
teaching, enhancing teaching and learning in the primary curriculum and Early Years
Foundation Stage by “enabling teachers and children to access the curriculum in
innovative ways
...

A cross-curricular approach to teaching and learning can be defined as
“individual subjects and their connections through authentic links at the level of the
curriculum context, key concept or learning process” (Savage, 2010), creating an
enhanced pedagogy through maintaining links between subjects in a purposeful and
genuine manner
...

Arguably, the creative application of cross-curricular learning is a key factor
in contributing to effective teaching in the primary curriculum and Early Years
Foundation Stage as it highly advantageous in offering infinite opportunities for
children to apply and embed their skills and knowledge in meaningful and purposeful
contexts
...

By making children’s learning thematic through forming genuine and relevant
cross-curricular links between the curriculum subjects, children are able to learn more
effectively as they begin to recognise topical connections between subjects and as a
result, are able to use their previous knowledge of given subject matter and apply this
to new information an experiences
...
Repetition in
a variety of forms also increases the likelihood of reaching children with different
learning styles and provides a more comprehensive understanding of concepts”
(KBYU Eleven, 2010:2) This is applicable within Howard Gardner’s theory of
learning where Gardner, cited in Barnes (2011:5), states that “any topic of
significance can, and should, be represented in a number of different ways in the
mind” to foster effective learning
...

For example, during a school-based placement in a Roman Catholic Primary
School, cross-curricular learning was shown to be highly beneficial, particularly
within Science and the Foundation Subject of Physical Education
...
Through the creative application of cross-curricular learning, the children
were more actively involved and engaged in their topic and hence successfully
retained important information, as they were motivated to apply this new scientific
knowledge about the heart and how exercise and healthy eating can impact on our
health, through practical and kinaesthetic learning in their P
...
Thus, as the
children were learning about the same information in a vast variety of contexts and
learning styles, this created a sense of coherence and effectively engaged the children
in what they were learning, thus being successful in contributing to valuable learning
...
For example, it can be argued that with subjects such as Drama and
Mathematics, the skills taught in Mathematics do not transfer readily to Drama as they
are subject specific and should thus be taught in isolation
...

Thus, it may be argued that forming cross-curricular links between such
dissimilar subjects, with Drama in the creative sector of the Primary Curriculum and
Mathematics being more factual and clear-cut, would only serve to hinder the
effectiveness of children’s learning as the lessons may lose their meaning and learning
objectives may become confused and not be achieved as successfully; cross-curricular
links should only be formed if they would work to strengthen the subjects and
improve upon the effectiveness of children’s learning
...
Moreover, they state that this report encouraged such creativity
through meaningful links across different areas of the curriculum
...
It is evident that such creative approaches to learning
impact on children’s motivation to learn and hence their progress and attainment, as
they are encouraged to think creatively and explore new concepts and ideas in a fun
and imaginative approach to learning
...

For example, on a previous school based placement in a Roman Catholic
Primary School, cross-curricular links were made between the subjects of Music and
History through a trip to the Liverpool Philharmonic Orchestra for the Year 4 and
Year 5 pupils
...

As Zukas (1996:1) states, “Music is…a primary cultural source that can provide
teachers with a novel way to engage students with historical issues…Music grabs
their attention; it is expressive and arouses emotional states of awareness
...

Conversely, whilst the creative application of cross-curricular learning is
predominantly effective in the Primary curriculum and Early Years Foundation Stage,
there will always be people taking an antagonistic stance against such a creatively
inspired curriculum
...
Thus, many teachers may feel intimated by this and avoid forming
cross-curricular links between subjects, that would naturally link together to form an
improved and more innovative curriculum
...

Nevertheless, this possible limitation of cross-curricular learning could easily
be overcome through suitable training for said teachers, which would provide them
with the knowledge and confidence to form appropriate links between subjects and
educate them on how to plan for these lessons successfully, to ensure that their pupils
are provided with “a meaningful, practical and holistic context to learning that is very
motivating” (Jarvis, 2009:2) hence still being a key factor in contributing to effective
learning in the Primary School
...
It will be shown, As Ofsted (2008) notes, that “when planned and
implemented well, learning outside the classroom [contributes] significantly to raising
standards and improving pupil’s personal, social and emotional development” and is
essential as a vehicle for children to develop the capacity to learn effectively
...
This is highly
advantageous, as through such an active approach to learning, whereby children
interact with both their environment and their peers;, children become more
independent learners, sharing their knowledge and ideas with each other to make
sense of their world for themselves
...
It
is what people do when they want to make sense of the world…Effective learning will
lead to change, development and a desire to learn more
...

This approach to learning in the Primary School is supported by Vygotsky’s
Sociocultural Theory of learning which focuses on the importance of social context in
learning, this being confirmed by Jarvis who states that Vygotsky believed “children’s
understanding was not only developed through interaction with the physical world but

also through their active encounters with others in relation to the world
...

In terms of the Early Years Foundation Stage, Gentle, cited by Rodger (1999),
argues that the main purpose of the teacher’s work with young children is to extend
and enhance their sensory experience through enabling them to interact with their
world beyond the classroom
...
This is
supported by the Cambridge Primary Review (2006) in terms of their aim of
‘Exploring, knowing and understanding’ which emphasises the importance of
providing children with the opportunity to encounter, explore and engage with human
experiences in order to make sense of the world that they live in
...
Hence, this evidently supported
learning outside the classroom as a force for effective learning in the Early Years
Foundation Stage
...
The teacher’s role
becomes ‘facilitator’ of children’s learning to encourage independence, rather than
simply providing children with information, some teachers finding this too timeconsuming and unappealing
...
” (HMI, 1992:1) For example,

this is highly applicable when learning outside the classroom is implemented in the
Foundation subject of Geography or to develop investigative skills in Science,
fostering an active approach to learning through the medium of fieldwork activities
...
Rather than simply providing with children with a map of the school grounds
to make this decision, the fieldwork activity required children to take responsibility
for their own learning and make physical contact with the environment, assessing the
conditions of the school grounds and reaching conclusions based on their
observations
...
” (Department for Education and Skills, 2006:5)
On the converse, Kent et al
...

Arguably, learning outside of the conventional classroom setting is highly
advantageous in contributing to effective learning in the primary school as it provides
children with high-quality and varied educational experiences, which provide lifelong knowledge and skills
...
They influence our values and the decisions we make
...
The children were provided with a highly unique and stimulating
learning experience through the medium of the museum’s planetarium, which used
digital projection to teach children about the planets, stars and galaxies, this 3dimensional experience stimulating all the children’s senses and completely
encapsulating them in the learning
...
”(Gardner, 2011) Thus, as this learning
outside the classroom experience was so unique and exciting, it was a key factor in
contributing to effective learning; when a child deems a learning experience
memorable, it increases the likelihood of the new knowledge being retained for a
longer period of time
...
Children
may abuse this freedom if the teacher fails to provide the children with any
expectations for learning objectives; the learning experience must have a clear
purpose in order for the children to respond successfully to this more independent
experience
...

On reflection upon the advantages of learning outside the classroom, it is
evident that at the heart of all outside learning experiences, lies the central advantage
of experiential learning; learning through direct experiences and practical application
of knowledge and skills for effective learning tot take place
...
”
In Kolb’s Theory of Experiential Learning, learning is defined as “the process
whereby knowledge is created through the transformation of experience
...
For example,
the children participated in the concrete experience and reflective observation stages
of this theory of learning, watching people praying and trying to find the meaning in
this whilst being sensitive and respectful towards their feelings by remaining quiet in

the cathedral
...

On the other hand, whilst the experiential nature of learning outside the
classroom is a greatly important part of Primary School education, teachers may not
create enough outside learning experiences for their pupils as they find it a
challenging and time-consuming process due to the duty of care towards their pupils
and thus the need for risk assessment and a specific staff to pupil ratio
...

In conclusion, it is evident that both cross-curricular learning and learning
outside the classroom are far more advantageous than they are limited by any possible
drawbacks
...


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2
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Nottingham: The Department for Education and Skills, pp
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3
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, Gilbertson, D
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and Hunt, C
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