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singular versus cross disciplinary approach (cross-disc (Inquiry learning.…
singular versus cross disciplinary approach
cross-disc
As a subject, it can bring together the strengths of the discrete disciplines – a whole that is greater than the sum of its parts. (Gillard, 2013)
Embracing the complex and multidimensional nature of humanities allows teachers to facilitate a deep and holistic understanding in their students.
(Gillard, 2013)
Two conditions are essential for purposefully connected curriculum. First, a clear conceptual link/s is needed among the curricular area content descriptions connected in planning for teaching and learning. Second, the integrity of the curricular areas must be maintained: the key purpose of the curricular area must not be ‘watered down’ or lost as teaching and learning draws on more than one curricular area. To ensure this, schools need to gather assessment data that indicates what students know and can do in specific curricular areas. nayler
Nayler (2014) also cautions that cross-disciplinary approaches must be supported by targeted assessment that demonstrates what students know and can so in each distinct sub-strand or learning area. Otherwise there is a risk of 'watering down' the purpose or intention of the curricular areas. Sue (2016) identifies this challenge, stating that difficulties can arise when trying to align learning intentions with relevant content descriptors across sub-strands and learning areas.
Cross-disciplinary approaches also facilitate long term memory concepts that can apply throughout schooling and offer efficiency in gathering, organising and processing information and provide the flexibility to explore complex concepts thoroughly (Hayes, 2012). Gilbert (2014) further suggests
Integration acknowledges and builds on
the relationships which exist am
ong all things. An integrated
curriculum implies learning that is synthesized
across traditional subj
ect areas and learning
experiences that are designed to be
mutually reinforcing. This approa
ch develops the child’s ability
to transfer their lear
ning to other settings
An integrated curriculum allows children to pursue learning in a holistic way, without restrictions imposed by subject boundaries
Research also suggests that an integr
ated approach to learning is brain
compatible. “The brain learns best in
real-life, immersion-style multi-path
learning...fragmented, piecemeal presenti
ng can forever kill the joy and
love of learning” (Jensen, 1996). The
more connections made by the brain,
the greater the opportunity for making high level inferences.
Inquiry learning. A commitment to inquiry runs through the australian curriclum, particulalry in the Humanities. Specific CD p46 etext
History is a disciplined process of inquiry into the past that develops students’ curiosity and imagination (ACARA history)
the capacity to use inquiry methods and skills, including questioning, researching using reliable sources, analysing, evaluating and communicating (ACARA aims)
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Drawing on these concepts of disciplinary thinking, the Australian Curriculum identifies seven concepts that underpin Humanities and Social Sciences understanding: significance; continuity and change; cause and effect; place and space; interconnections; roles, rights and responsibilities; and perspectives and action. (ACARA humanities structure
inquiry based and should be structured according to the principles of inquiry teaching and learning nayler
single subject
• “There are strengths associated with maintaining a single focus on one particular curricular area through a specific teaching/learning unit, such as potentially more clarity for students about what constitutes the learning area or subject.
• Each curricular area has its own concepts — manifested through its knowledge and understandings — as well as skills that contribute to the distinctness of the curriculum area.” - Page 8, Nayler - Enacting Australian Curriculum - Making connections for quality learning
Each of the four sub-strands in the Humanities and Social Sciences has its own way of thinking. The Australian Curriculum: Humanities and Social Sciences focuses on developing students’ ability to apply concepts of disciplinary thinking. The concepts of disciplinary thinking for each of the sub-strands are outlined below: (ACARA, humanities structure)
All three teachers provide examples of when they may adopt a singular approach
Ellen explains that she may plan an activity using Atlases to develop specific skills relating to geography. This reflects a Skills based approach to teaching humanities, described by Forbes- Rolfe (2017a
Peta suggests that she may employ this approach in response to a visit from police of fire brigade representatives, wherein students write a report about their learning.
Sue provides a more in depth example that illustrates how she has used a discipline based approach (Forbes-Rolfe, 2017a) to plan a History learning experience focused on the gold rush, drawing on local and personal history to explore reasons why people migrate (relevant CD ACHHK096)
curriculum integration can generally be descibed as an approach to teaching that connects knowledge, understanding and skills within and acrosssibject areas in a meaninglful way (Gilburt, 2013)
It is not a question of the disciplines versus interdisciplinary studies. We do need in depth, discipline based work. But it needs to be modernised so that students can apply the range of those skills in real and interdisciplinary problems Hayes Jacobs cited by Gilburt (2013)