Introduction
Cross-curricular approaches in education have received considerable attention for their potential to improve learning experiences (Barnes, 2018, 2011; Barnes and Shirley, 2007; Kerry, 2015; Cotic et al., 2021; Hayes, 2010). This article will initially examine the context of cross-curricular learning by addressing its definitions and features within academic literature, as well as its history and significance in the 21st century. As well as, exploring the countries that have implement a cross-curricular approaches and how are they managing. Subsequently, it will critically assess the effectiveness and challenges of cross-curricular approaches by examining guidance from the Curriculum for Wales and insights from neuroscience. It will also present instances of effective practices, connecting areas of learning specifically related to science and technology, along with health and wellbeing. Lastly, it will conclude by summarizing the points discussed and proposing recommendations for enhancement.
What is Cross Curricular Learning?
There are several definitions of what’s cross curricular learning present within the literature. Cross curricular learning occurs when skills and knowledge from multiple subjects are bought together in a single learning experience (Barnes, 2011). Additionally, Jacobs (1989) refers cross curriculum as ‘interdisciplinary’ because it encompasses multiple subject areas connected by a central theme, issue, problem, topic, or experience. These definitions imply that cross curricular learning focuses on the use of a combinations of subjects within a project or thematic work, enabling synergise and thematic teaching (Hayes, 2010). The integration of knowledge through cross curricular approaches allows for skills to be passed from one situation to another pushing children to think and use their reason to solve problems. Hays (2010) states that cross curricular learning allows for the integration of the whole child and therefore more likely to be holistic approach. Unlike, the traditional subject led approach which is geared towards ensuring pupils success in formal examinations and unrealistic expectations, cross curricular approach leads pupils to experience higher levels of thinking and applying knowledge to real life situations (Hayes, 2010; Kerry, 2015; Barnes, 2011).
What is the history behind Cross Curricular learning?
Cross curricular approaches to learning have a rich history with philosophers and educationalist like Rousseau, Froebel, Pestalozzi in the early 17th, 18th and 19th century implementing learning through different subject disciplinaries (Barnes, 2011). In more recent times, educational thinkers like Dewey and Steiner pioneered the concept of child centred education (Barnes, 2011). Cotic et al., (2022) expresses that children experience the world holistically, stressing the significance of offering learning to cultivate practice skills for real life scenarios. Dewey (1859-1952) expressed that education should enable children to actively engage in the generation of knowledge through problem and hands on learning experiences (Barnes, 2011). In the UK, the Hadow Report (1931) took up Dewey’s ideas, which reflected progressive, child centred ideas and a constructivist approach however recommendations were not fully seen until the Plowden report (1967) was published (Barnes, 2011). During the mid-1990s, cross curricular approaches were mentioned within the English national curriculum however it was not fully taken seriously as it was hidden within core subjects’ guidelines (Barnes, 2011). The focus on core subjects was driven by competition with other countries performance, for instance in PISA surveys, economic growth, accountability culture, instead of holistic educational values (Donaldson, 2015). Eisner (1996) attributes this approach to a decline in pupils overall knowledge base.
Which countries have adopted a cross curricular approach to learning and how are they coping?
Countries like Wales and Scotland have moved away from core subjects towards a cross curricular learning through ‘Areas of Learning’. These countries have adopted a similar approach underpinned by Donaldsons (2015) ideas which stress the importance of an updated curriculum considering todays changing world dynamics while insuring it meets the needs of young people effectively. Within the Curriculum for Wales, the curriculum has been organised into ‘areas of learning and experience’ that establishes the breath of the curriculum for children ages 3-16 (Donaldson, 2015). The six areas of learning are Expressive Arts, Health and Wellbeing, Humanities, Maths and Numeracy, Science and Technology, and Languages, Literacy, and Communication (Welsh Government, 2022). These areas of learning ensure breath and balance across a young person’s learning (Donaldson, 2015). Teachers should be able to help children to make links across the areas of learning. The cross curricular responsibilities which are literacy, numeracy and digital competence need to be taught to support learning set out within the areas of learning and experience guidance (Donaldson, 2015). Literacy and numeracy framework (LNF) and digital competence framework (DCF) will be available to teachers to develop high levels of competency within these skills (Donaldson, 2015).
Scotland’s Curriculum for Excellence (CfE) was implemented in 2010 – 2011, which emphasises on generic skills and competencies, and positions teachers as ‘agents of change’ (Priestly and Minty, 2013, p.39). Nevertheless, concerns exist regarding outcomes seen particularly evident through Scotland Curriculum for Excellence being perceived as needing ‘structural and cultural reform’ (Children in Scotland, 2022). So, it’s important for educators to carefully plan and monitor the implementation of cross-curricular approaches to ensure that desired outcomes are achieved especially in Wales as the new curriculum been fully introduced recently and its impact is yet to be fully assessed.
What should schooling in the 21st century look like?
In today’s interconnected world, the issues, and challenges that people face in the world today cannot be taught neatly into one subject area, which results in children not developing real world relevance. The Plowden report (1967) stress that children’s learning does not fit into subject categories. This centralisation of curriculum as Barnes (2011) contends that the needs and issues impacting children's lives often diverge from the curriculum offered in schools. He further argues that the curriculum in today’s schools have become increasingly complex and those responsible for schools have failed to respond to the concerns of failing standards of basic and general knowledge (Barnes, 2011, p.16). Therefore, there should be a push for a cross curricular approach as it helps children understand and address complex real-world problems by integrating knowledge and skills from multiple disciplines (Barnes, 2011, 2018; Hayes, 2010; Kerry, 2015). Jardine at al., (2008) express the importance of the curriculum to be cross curricular as it includes authentic activities rooted in real life and firmly connecting school life with real life experiences, therefore help a children prepare for future ahead.
As their unprecedented rates of change as we travel through the 21st century, it’s safe to say that the world today’s children will inherit will be very different from our present one (Barnes, 2011, p.17). However, education of today world will not be good enough to help children thrive in and live fulfilling lives. The jobs of the future will require workers to be adaptable, creative, and able to collaborate cross different fields. Therefore, does teaching in silo subjects attempt to prepare young people with a rapidly changing future? Power, (2002) suggests that schools should adopt an approach to learning that integrates different subjects and moves away from educational reforms that reinforce traditional subject divisions, instead of looking towards a globalised future. The curriculum should have practice and applicable content for direct use in the classroom (Strmcnik, 2001 cited in Cotic et al, 2021) and prepare students to develop forward thinking goals and curriculum that aligns with society’s needs (Ivanus Grmek et al., 2009 cited in Cotic et al, 2021).
Why are cross curricular approaches seen as effective in primary education?
Cross curricular approaches are seen as effective in primary education as they give the opportunity for children to cross subject boundaries. This integration of subjects fosters exploration that stimulates children’s creativity and motivates them to participate in active investigation (Hayes, 2010). This is believed to facilitate the application of knowledge and across different context, thus assisting children to construct meaning (Hayes, 2010). Kerry (2015) expresses that learning is an interconnected web that extends across various fields. Cross curricular learning can both deepen and extend learning and encourages children to want to learn more. This supports children to unleash their curiosity and make connections between different subjects, enhancing their overall understanding and engagement with the topics being taught. In addition, cross-curricular approaches in primary education promote critical thinking and problem-solving skills (Barnes, 2011, 2018; Kerry, 2015; Hayes, 2010; Robinson and Aronica, 2019). Through integrating different subjects and topics, students are encouraged to think creatively and critically to make connections and solve problems (Barnes, 2011, 2018). Whereas, if there is an emphasis on strict subject boundaries it can establish artificial barriers in minds of younger children and struggle to make connections with different knowledge components (Hayes, 2010). Donaldson (2015) emphasised that the ‘areas of learning’ should not be seen as ‘watertight compartments’ or ‘timetable devices’ but rather base for preparing the interests for each child learning and to plan day to day activities that correlate into activities taking place creatively at school.
Cross curricular approaches can also encourage high motivation and engagement in children’s learning (Barnes, 2011). By creating lessons that incorporate multiple subjects and real-world contexts, students are more likely to see the relevance and purpose in their learning. This allows for effective learning in a limited time class period. This is argued as one of the most challenging issues as the dominance of technology and digital media is hard to keep children engaged for long periods of times (Barnes, 2011). This can result in low attendance and truancy in schools. The future of the planet depends on their learning so there should be a push for cross curricular topic and themes that naturally have connections across different areas of learning. Science offers an ideal opportunity to show the application of ICT skills, mathematics, arts, literacy in a realistic and meaningful context (Kelly and Stead, 2013).
'Robot Wars' for Science and Technology session
During university sessions, we collaborated with year 5 students at llandyern primary school to help build robots for their science and technology lessons. The children worked in groups of three to design and construct robots for an upcoming robot wars competition. These activities were not only relevant to expressive arts though the creation of the robots, but also promoted language literacy and communication skills as the students discussed their ideas for building the robots. Additionally, this project aligned with cross curricular responsibilities related to digital competence, as they utilised iPad and Sphero bolts to move of their creation. This project allowed for the children to develop high motivation and engagement as some the students found engaging in school difficult. Science and technology area of learning is a very important area as contribute to realising the four purposes of the curriculum for Wales (Welsh Government, 2022). this project links to this statement of what matters; ‘design thinking and engineering offer technical and creative ways to meet society’s needs and wants’ as children applied their knowledge, skills and experience in designing robots through innovative solutions, as well as the design process encouraged them to use creativity to develop ideas.
Yoga for Health and Wellbeing Session:
During, university sessions we collaborated again with llanedryn primary school to plan and take part in leading yoga sessions with year 5 pupils. We planned activities in groups which focused on breathwork, teamwork, and mindfulness. These activities incorporated elements of physical activity, health and wellbeing and social and personal development. By incorporating cross-curricular approaches in primary education, students can engage in activities that integrate multiple areas of learning and skills. Health and wellbeing statements of what matters express that this area of learning will support learners to understand that physical health and wellbeing are important and the factors which affect it (Welsh Government, 2022). The vision described in this area is fundamental to develop healthy confident individuals ready to lead fulfilling lives as valued members of society (Welsh Government, 2022).
What does neuroscience tell us about cross curricular learning?
Barnes (2011, p.129) suggests that learning happens when the brain and body combine to make experience part of the conscious memory to be recalled solving future problems. When we are learning something new, neurons from different brain regions communicate with each other. Learning without contextual exercise may not be the most effective method for fostering cognitive change (Guy and Byrne, 2013). When we engage in cross curricular learning experiences allow children to make connections with different subject disciplines, lean on past knowledge and apply it to different context. Cotic et al., (2022) suggests that well executed cross curricular integration prevents contents being repeated and ensure permanent and high-quality knowledge.
What factors affect the effectiveness of cross curricular learning and teaching?
Planning:
However, Ainscow et al., (2016) argues that it’s not always easy for children to find relevance in school curricular as many curricula choice are narrowed towards ‘core knowledge’. Barnes (2018, p.60-61) suggest that it’s important to choose relevant themes for cross curricular learning and then apply a single subject which have natural connections within subject disciplinary. Planning is factor that is essential to the effectiveness of cross curricular learning as planning should link to the values and school ethos a schools holds as it is those fundamental beliefs which drive all action and are reflected in the curriculum a school offers (Barnes, 2011, p.17). Barnes (2011, p.232) argues that “planning is essential if teaching is to be transformed into learning” and planning should be founded on the beliefs in the importance; Inclusion and participation, Recognising, allowing, and nurturing creativity, Subject knowledge and skills, and Progression, just to name a few. Teachers within the curriculum have been given the agency to plan the curriculum that suits and supports the needs of the class (Evans, 2023). However there needs to be a balance between prescription and autonomy, as without sufficient prescription teacher’s agency and support for learners will be at risk (Sinnema, 2017)
Knowledge and Skill
According to Barnes (2011), having a deep understanding of the subject is essential in cross-curricular teaching and learning as it helps to provide suitable challenges or foster appropriate skill development. The demands for teachers in terms of their own professional development can be an issue as is that it ‘brings them up against the limits of their own knowledge and it challenges them to move forward in ways that will support their teaching through other topics” (Hayes, 2010 p.384). Therefore, if a teacher is not confident in their knowledge to teach a themed project effectively, it is important for them to seek professional development and acquire the necessary knowledge and skills before implementing the project with students. planning is crucial to ensure that the teacher has a deep understanding of the content and can effectively integrate it across different subjects.
Assessments
Assessments should also be aligned with the cross-curricular approach, incorporating a variety of assessment methods that capture students' understanding and skills across multiple subject areas. Kerry, (2015 p.74) highlights that assessments are always ongoing and use to identify what the child needs to know next, thus giving the teacher valuable information for planning and tailoring instruction. Welsh Government (2022) highlights that assessment is critical to the individuals’ learners learning journey as its focuses on the strengths, achievements, and areas of improvement. It further highlights that it should be achieved through embedding assessment into day-to-day practice in a way that engages learner (Welsh Government, 2022). However, Barnes (2011) argues that its often difficult to assess cross curricular learning as learning occurs on many levels so be difficult to be susceptible for summative assessments. Formative assessments, assessment for learning, are ideal for cross curricular learning as it supports children in their learning journey. This can be done through; self, peer, group, teacher observations (Barnes, 2011). Black and William (1998, cited in Barnes, 2011 p.217) found that formative assessments can achieve the following: raising children’s attainment, increasing self-esteem, giving greater stake in their learning and allowing for lifelong learning.
Progression
Planning, knowledge, and assessment can support the progression of learning as it allows the teacher to scaffold and provide appropriate challenge for children (Barnes, 2011, p.238). Barnes (2011) argues that progress is not only a result of instruction, but also depends on the development of the child's attitude and approach to learning. By assessing participation and active involvement children will have the opportunity to experience progress and genuine accomplishment (Welsh, Government, 2022). Progression of learning can be more effectively facilitated through cross curricular approaches as it allows for the integration of different subjects and promotes a deeper understanding of content.
Concerns on cross curricular approaches and practice:
The new Curriculum for Wales positions teachers as essential pieces of the implementation of the curricular for schools (Evans, 2023). Teachers have the responsibilities to educate and support generations, with an emphasis on teachers taking initiative in their own methods, showing expertise to provide personalised learning that meets the needs of each child (Evans, 2023). However, Power, Newton and Taylor (2020) argue that although teachers express enthusiasm for creating engaging and relevant learning experiences for their students, but also feeling nervous due to the uncertainty surrounding the implementation of the new curriculum. This statement is further backed up by Duggan et al., (2022) who argued that there were concerns about practitioners lacking the necessary expertise to develop their own curriculum. There needs to be more support and training for new and existing teachers with the implementation of and knowledge of the new curriculum, so they can become ‘co learners’ for children (Pollard, 2010). Concerns over subject progression with cross curricular learning as Barnes (2011) argues that progression is difficult to achieve when there is multiple subject that are involved. Therefore, it is crucial to prioritize teacher training to equip educators with the necessary knowledge and skills to effectively promote creativity and progression in the classroom.
Conclusion
To conclude, cross curricular approaches in primary education can enhance student learning by promoting a deeper understanding of content, providing opportunities for progression and skill development, and aligning assessments with the integrated curriculum. From my university sessions with the children, cross curricular learning can be achieved with carefully planning, strong subject knowledge and skills and a practical application to develop an integrated teaching and learning for students (Donaldson, 2015). The Curriculum for Wales recognizes the importance of cross-curricular approaches, stating that learners should be able to make connections and transfer their learning across different subject areas. Theorist like Dewey, Gardner, Piaget, Vygotsky all highlight the importance of considering the perspectives of children and the need for a more integrated approach to education. As the new curriculum for Wales is being fully introduced, it is essential to emphasize the significance of cross-curricular approaches. Teachers must ensure that they have a deep understanding of the content and the skills needed to effectively integrate it across different subjects. Moving forward, teacher training and professional development sessions should be constantly being upgraded to provide teachers with the necessary knowledge and skills for successful cross-curricular instruction.
Reference List:
Ainscow, M. et al. (2016) “Using Collaborative Inquiry to Foster Equity within School Systems: Opportunities and Barriers,” School effectiveness and school improvement, 27(1), pp. 7-. Available at: https://doi.org/10.1080/09243453.2014.939591.
Barnes, J 2018, Applying Cross-Curricular Approaches Creatively, Taylor & Francis Group, Oxford. Available from: ProQuest Ebook Central. [22 April 2024].
Barnes, J. (2011) Cross-curricular learning 3-14. Second edition. Los Angeles: SAGE.
Barnes, J. and Shirley, I. (2007) “Strangely familiar: cross-curricular and creative thinking in teacher education,” Improving schools, 10(2), pp. 162–179. Available at: https://doi.org/10.1177/1365480207078580.
Children in Scotland (2022) ‘Scotland’s education system “needs structural and cultural reform”. Available at: Children in Scotland . (Accessed:28/04/2024)
Cotič, N., Cotič, M., Felda, D., & Krmac, N. (2021). The effect of cross-curricular integration on pupils’ knowledge gained through experiential learning. Cypriot Journal of Educational Science. 16(6), pp. 3133-3146. Available at: https://doi.org/10.18844/cjes.v16i6.6512
Donaldson (2015) Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales. Available at: successful-futures.pdf (gov.wales) (Accessed:22/04/2024)
Duggan, B., Thomas, H., Davies-Walker, M., Sinnema, C., Cole-Jones, N., & Glover, A. (2022). Practitioner survey on preparations for curriculum and assessment reforms 2022: Final report. Cardiff: Welsh Government. Available at: Practitioners’ preparations for the roll-out of the Curriculum for Wales: final report (gov.wales). (Accessed: 28/04/2024)
Eisner, E. (1996). Cognition and the Curriculum Re-considered (2nd Edn). London. PCP.
Evans, G. (2023) “A new dawn or false hope? Exploring the early implementation of Curriculum for Wales,” Education Inquiry, pp. 1–15. Available at: https://doi.org/10.1080/20004508.2023.2297506.
Guy, R. and Byrne, B. (2013) “Neuroscience and Learning: Implications for Teaching Practice,” Journal of Experimental Neuroscience, 2013(2013), pp. 39–42. Available at: https://doi.org/10.4137/JEN.S10965.
Hadow (1931) Board of education: Report of The Consultative Committee on The Primary School. London: HMSO. Available at: Hadow Report (1931) (education-uk.org) (Accessed:22/04/2024)
Hayes, D. (2010) “The seductive charms of a cross-curricular approach,” Education 3-13, 38(4), pp. 381–387. Available at: https://doi.org/10.1080/03004270903519238.
Jacobs, H.H. 1989. The growing need for interdisciplinary curriculum content. In Interdisciplinary curriculum: Design and implementation, ed. H.H. Jacobs, 1–13. Alexandria, VA: ASCD
Jardine, D., Clifford, P., & Friesen, S. (2008). Back to the basics of teaching and learning: Thinking the world together (2nd ed.). Routledge Press.
Kelly, L. and Stead, D. (eds) (2013) Enhancing primary science : developing effective cross-curricular links. Maidenhead, Berkshire, England: Open University Press.
Kerry, T. (2015) Cross-Curricular Teaching in the Primary School: Planning and Facilitating Imaginative Lessons. 2nd edition. Oxford: Taylor & Francis Group. Available at: https://doi.org/10.4324/9780203840276.
Plowden, Lady Bridget. (1967). Children and Their Primary schools: A report of the Central Advisory Council for Education, Volume 1. London: HMSO.
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Sinnema, C., (2017) Designing a national curriculum with enactment in mind–the new curriculum for Wales: A discussion paper
Welsh Government (2022) Curriculum for Wales. Available at: Curriculum for Wales - Hwb (gov.wales) (Accessed: 22/04/2024)
I will be using Gibbs (1988) reflective cycle for this part of my blog.
Description
My placement was to observe the practice of cross curricular learning in a primary school setting. My placement was at Cardiff Muslim Primary school, in the Cathays area of Cardiff. It’s an independent Islamic school. Its mission is to promote a culture of academic excellence, in an engaging and safe Islamic environment and to help pupils foster a love for learning (Cardiff Muslim Primary School, 2023). The curriculum is based on the National Curriculum for Wales, and states all learning teaching and learning experiences coincide with cross curricular learning under the areas of Learning and experience. They also teach Arabic, Islamic Studies and Tajweed and Hifz (Quran pronunciation and memorization). It’s a small school, with roughly 160 children and where each year contains a class of at least 20-22 children. My placement hours were 9am to 3:30pm and I was in reception for much of my placement.
Feelings
Prior to the experience I was excited as I have worked at primary schools prior to applying for the PES course so I was excited to jump back into a familiar environment. During the experience it was amazing as I was able to observe and take part in lessons and was comfortable getting stuck in with whatever the teacher needing help with i.e. helping with reading, supporting children in activities, helping with home time, sticking work in books. They were happy to answer my questions and queries that I had. After I completed my placement hours at Cardiff Muslim Primary school, I expressed to the school I would like to volunteer whenever I can as they made the experience a happy and memorable for me.
Evaluation
The topic the children where learning was all about fairy tales and the main book they were learning was the ‘The Gingerbread Man’. During a literacy lesson in Reception, the children were retelling the story of the ‘The Gingerbread Man’ through a framework called ‘Talk for Writing’ (Talk4Writing). This framework is an innovative language teaching approach which extensively uses talk to develop writing skills (Baisov, 2021). This allows children to find writing a creative and fun experience as they can be exposed to different genres and texts and to find distinctive characteristics of them (Baisov, 2021). During the lesson the teacher wanted to recap the story so the teacher and the children retold the story using actions and pictures from the story board. The children then must draw a new character to story, so each child had the story tailored to them. Throughout the lesson, the children were engaged in the lesson as they were retelling the story in a fun creative way as a class, and they were also completed their learning objective as well. The learning objective was clear, and children were not confused on what they had to do. The Areas of Learning and experience that this lesson included were language, literacy and communication and expressive arts. During the week the children designed their own gingerbread man which linked to language, literacy and communication and expressive arts ALOES and at the end of the week they baked and designed their own gingerbread men which linked to language, literacy and communication, expressive arts and mathematics and numeracy.
Analysis
The lesson was overall positive as children were engaged and motivated while retelling the story out loud as a class. This built the children’s oracy skills as they learnt new vocabulary and associated the words with action which allowed children to make meaning of it. Developing oracy skills in young children is important as ‘children who have good language skills at the age of 5 are more likely to achieve well and develop good social skills (Allott and Waugh, 2019, p264). The teacher reinforced correct pronunciation and actions when retelling the story, this was particularly helpful for children who have English as an additional language. Dawes (2019, p.203) expressed that “talk for learning does not just happen in the classroom, it’s a product of teaching and organization”. Children were engaged and motivated in designing their own unique character for their story and described it. However, this lesson could be further improved by getting children at the end of the lesson to discuss on the carpet their designs of their characters. This will develop children talk not just in literacy but also across the curriculum (Donaldson, 2015). This experience was useful as it has opened my eyes to the other ways which learning can be taught as Talk 4 Writing approach was a first experience for me. However, during the end of the week the activities didn’t meet the desired cross curricular outcomes of the lesson. Teachers sometime can lose sight of integrating cross curricular approaches in their lesson planning as they focus primarily on meeting the specific learning objectives of a particular subject (Kerry, 2015).
Conclusion
My experience in a primary school placement has reignited my passion for becoming a primary school teacher. While pursuing my degree, I had become focused on completing assignments and meeting deadlines, causing me to lose sight of my goals. However, this practice experience has reminded me of my end goal. It has also made me realise that there is still much for me to learn about the new curriculum for Wales, policies, and other relevant matters. Additionally, I have overcome doubts about my ability to manage a classroom as my experience in planning and leading yoga session for primary school children was positive. I have learnt that i have the ability succeed under challenging circumstances in this PES course.
Action Plan
Reference List:
Allott, K., Waugh, D. (2019) Talk and communication : couldn’t they just sit down and shut up? In Carden, C (2019) Primary Teaching. London: Sage.
Baisov, A.S., (2021). The effectiveness of the method talk for writing in developing writing skills of efl students. Academic research in educational sciences, 2(2), pp.727-730. Available at: THE EFFECTIVENESS OF THE METHOD TALK FOR WRITING IN DEVELOPING WRITING SKILLS OF EFL STUDENTS (cyberleninka.ru) (Accessed: 22/04/2024)
Cardiff Muslim Primary School (2022) Our Vision and Values. Available at: Cardiff Muslim Primary School - Our Vision & Values (cmpswales.org) (Accessed: 22/04/2024)
Dawes, L. (2019) Organising effective classroom talk in Cremin, T., and Burnett, C. (2019) Learning to Teach in the Primary School. London Routledge.
Donaldson, G. (2015) Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales. Available at: successful-futures.pdf (gov.wales) (Accessed:22/04/2024)
Kerry, T. (2015) Cross-Curricular Teaching in the Primary School: Planning and Facilitating Imaginative Lessons. 2nd edition. Oxford: Taylor & Francis Group. Available at: https://doi.org/10.4324/9780203840276.
Welsh Government (2022) Curriculum for Wales. Available at: Curriculum for Wales - Hwb (gov.wales) (Accessed: 22/04/2024)