reffered to the importance of emotional practical and interlectual skills

Rousseau

Frobel

Pestalozzi

Steiner

Montessori

Isaac

Dewey

"When the skillls, knowledge and attitudes of a number of different disciplines are applied to a single experience, theme or idea"

"There is no benefit in creating a false opposition between 'subjects' and the 'child' as a focus for curriculum"

"Defined cross curricular Teaching as the combination of one or more subject areas which integrate a central theme, issue, process, topic, or experience with the aim of enhancing more then just a subject knowledge. "

"Capacity to re conceptualize this within a broader context of learning beyond their subject , and with sensitivity towards other subject cultures "

"This approach is defined by Combining skills, knowledge and attitudes of a number of different disciplines that are applied to a single experience, problem, question, theme, or idea. we are working in a cross curricular way"

"Provide opportunities for children to develop and apply litteracy, numeracyand ICT Skills."

1. Cover more subject knowledge in a limited amount of time

2. Makes it easier for the children to relate abstract subjects to real life scenarios

3. Pupils are able to make similaties in and between specific subjects making explicit links

4. Children start to understand the purposes of what they are learning

5. Learn transferable skills that they can apply to other subject areas

1. Lack of depth you are able to go into when covering lots of topics

2. The children's lack of understanding of which subject they currently doing

3. The increased temptation to stray off from only teach what the children need to learn according to the National Curriculum

4. The role of the teacher is paramount

Token cross-curricular approaches are only cross-curricular in name.

Occurs when ideas from one subject are used to enhance learning in another dominant subject

Two sets of disciplines taken from the curriculum subjects may be used to throw light on a single experience.

In interdisciplinary cross-curricular learning the intention is to connect or combine, often creatively.

Learning the child leads. Planning is done in response to children’s responses to a shared experience

Suggests two differ­ent modes of learning operating simultaneously, one subject-specific and the other cross-curricular