Details for Cross Curricular Pedagogies

This subject introduces pre-service teachers to the significance of Cross Curricular Pedagogies. It focuses on curriculum policy imperatives relevant to the debate about the place and role of learning and teaching across subject disciplines and critically investigates these in the light of contemporary theories of pedagogy.

Awards offering Cross Curricular Pedagogies

This unit is offered as a part of the following awards:

• Bachelor of Education (Primary)
• Diploma of Education Studies

Unit Content

Curriculum Objective

This subject introduces pre-service teachers to the significance of Cross Curricular Pedagogies. It focuses on curriculum policy imperatives relevant to the debate about the place and role of learning and teaching across subject disciplines and critically investigates these in the light of contemporary theories of pedagogy. Pre-service teachers engage with the content and the teaching-learning-assessment-evaluation processes associated with different subject disciplines to develop skills in designing differentiated learning and teaching strategies that engage learners and cater for deep understanding.

Outcomes

1. Summarise key debates and theories concerning the role of learning and teaching across curricular and critically evaluate in the light of contemporary theories of pedagogy and diverse syllabi and supporting documents; critique the use of a range of different teaching strategies to meet the diverse needs of learners;
2. Evaluate the implications of removing the silo approach to the curriculum by providing a holistic, interdisciplinary approach to studies and thereby allow time and space for student’s conceptual development;
3. Critically evaluate the effectiveness of cross-curricular learning for producing enriched participatory and experiential educational experiences, deep knowledge and skill development;
4. Discuss the opportunities provided by cross-curricular learning for improved motivation and effective learning, considering also the importance of evaluating programs across multiple KLAs to inform future learning;
5. Set achievable learning goals that extend learning for students of varying abilities and characteristics by designing resource based integrated teaching units incorporating different subject disciplines, syllabus perspectives and ICT.

Subject Content

1. The key debates and theories concerning the place and role of learning and teaching across subject disciplines and critically investigates these in the light of contemporary theories of pedagogy and State and National syllabus and relevant support documents;
2. The implications of removing the rigid approach to the curriculum by providing a holistic, interdisciplinary approach to studies and thereby allow time and space for student’s conceptual development. Identifying cross-curricular opportunities. School developed vision and goals which are well described and communicated;
3. The effectiveness of cross-curricular learning for producing enriched participatory and experiential educational experiences, deep knowledge and skill development. The need for excellence and professional development in subject knowledge. Utilises teacher expertise in cooperative unit planning; the teaching-learning-assessment-evaluation processes;
4. Identify opportunities provided by cross-curricular learning to build on students’ existing conceptual understandings by connecting the curriculum with students’ prior learning and wider experiences and so impact their motivation and learning - content taught from a range of subjects and related it to everyday life that produces cognitive and personal and social development; knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities including:- gifted and talented; multiple intelligences, language and learning delayed; applying remediation and extension teaching strategies, including scaffolding and metacognitive frameworks e.g. De Bono’s Thinking Hats, mindfulness in cognitive and affective processing.
5. Resource based integrated teaching units incorporating different subject disciplines, syllabus perspectives and ICT that differentiate teaching to meet the diverse needs of learners. Sourcing and reviewing integrated units.

This course may be offered in the following formats

• Face-to-Face
• Intensive
• Distance/ Global Online

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

1. Critical Reflection (20%)
2. Minor Essay (30%)
3. Unit of Work (50%)

Prescribed Text

• References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references