The concept of cross-curricular subjects was criticisedheavily in the Three Wise Men Report 1992 whichstated that cross-curricular learning resulted in poor progression, (Alexanderet al 1992) and that topic work led to on the surface learning and onlydiscrete subjects benefitted pupils more. In correlation to this Kelly (2013),questioned the identity of subjects as planning was centered on the productrather than the contributions of subjects and process of learning.
However incontrast to this report, Savage (2010), stated that a ‘cross-curricular approachto teaching is characterised by a sensitivity towards, and a synthesis ofknowledge, skills, and understanding from various subject areas, it alsopromotes an approach to learning which embraces and explores this widersensitivity through various methods’. (direct quote – needs refrencing ie, author, yearand page number). The impact this can have on planningfor teachers is ensuring that their subject knowledge is stretched further inorder to utilise a range of techniques in line with cross-curricular planning.
AlsoIn agreement of cross-curricular learning was an Ofsted Report (2010), which statedthat good examples of creative styles of learning were embeddedsuccessfully within the National Curriculum, both through the presentation ofindividual subjects and through cross-curricular approaches. This suggests thatcross-curricular learning is becomingmore important and is being incorporatedmore into planning for children learning.