In science, the topic focuses purely on ‘everyday materials’ and one of the lessons involves looking at houses in 1666, linking to history. This lesson would allow children to have a more visual idea of what houses looked like back then. This lesson could be expanded by looking closely into similarities and differences and comparing their houses to our houses now. Kidd (2020) emphasises, that when done successfully, cross-curricular learning offers pupils a great opportunity to connect learning inside and across knowledge domains. It can enhance schemas, serve as a way of content interleaving, and result in effective and fulfilling learning.

 

The topic plan doesn’t have an area for Music. I feel that this wouldn’t fit and therefore would be forced in. In agreement with Barnes (2015), this would be tokenistic which is when a subject is put in, but it hasn’t been thought about. According to Barnes (2015), they are just cross-curricular in name and while two or more subjects may be involved in an activity, there are never any real links created between them. Languages are also not included in the plan. However, language isn’t introduced in the NC (DfE, 2013a) until KS2. I also don’t feel that it could be added in, in any way to be able to provide the children with some experience before KS2 as it doesn’t fit in with the topic and this too would be a tokenistic cross-curricular approach (Barnes, 2015).

 

While Personal, social health and economic education (PSHE) is a non-statutory subject, it is still a crucial part of all pupils’ education (DfE, 2021c). It is included in the above topic plan and involves a week where children learn about fire safety. This links to Barnes's (2015) thematic approach, which is when a school week is dedicated to a topic.

 

Ashbee, R. (2021) Curriculum theory, culture, and the subject specialisms. London: Routledge.

 

Barlow, A. and Whitehouse, S. (2019) Mastering Primary Geography. New York: Bloomsbury.

 

Barnes, J. (2015) Cross-Curricular learning 3-14. 3^rd edn. London: Sage. 

 

Barnes, J. (2018) Applying cross-curricular approaches creatively. London: Sage.

 

Blakemore, C. L. (2003). Movement is essential to learning. JOPERD, 74(41), 22-25.

 

Bland, K. (2014) Subject teaching in primary education. 1^st edn. Edited by P.Smith and L.Dawes. London: Sage.

 

Bruner, J. (1960). The process of Education. Harvard University Press. 

 

Bruner, J. (1966). Toward a theory of Instruction. MA: Harvard University Press.

 

Bruner, J (1977). The process of Education. 2^nd Edn. Cambridge, MA: Harvard University Press.

 

Capella Systems (2022) Curriculum Intent Implementation Impact. Available at: https://capella.systems/apprenticeship-curriculum-intent-implementation-impact/ (Accessed: 20^th February 2023). 

 

 

Catling, S. and Willy, T. (2009) Teaching Primary Geography. Glasgow: Bell & Bin Ltd.

 

 

Department for Education (2013a). The National Curriculum in England. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf   (Accessed: 14^th February 2023).

 

 

Department for Education (2013b). The National Curriculum in England. Available at:https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/840002/Secondary_national_curriculum_corrected_PDF.pdf(Accessed: 16^th February 2023).

 

 

Department for Education (2021a). Development Matters Non-Statutory Curriculum Guidance for the Early Years Foundation Stage. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1007446/6.7534_DfE_Development_Matters_Report_and_illustrations_web__2_.pdf. (Accessed: 11^th February 2023).

 

Department for Education (2021b). Mathematics. Number. Available at: https://www.youtube.com/watch?v=xfyX4pm-QeA&t=12s (Accessed: 19^th February 2023).

 

 

Department for Education (2021c). Personal, social, health and economic (PSHE) education. Available at: https://www.gov.uk/government/publications/personal-social-health-and-economic-education-pshe/personal-social-health-and-economic-pshe-education (Accessed: 22^nd February 2023). 

Department for Education (2021d). Statutory framework for the early year’s foundation stage. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974907/EYFS_framework_-_March_2021.pdf (Accessed: 22^nd February 2023). 

 

 

Dolan, A. (2020) Powerful Primary Geography: A Toolkit For 21st-Century Learning. Oxon: Routledge.

 

 

Forster, C. and Eperjesi, R. (2020) Teaching the Primary Curriculum. London: Sage. 

 

 

Freeland, I. (2021) Geography in outstanding primary schools. Ofsted blog. Available at: https://educationinspection.blog.gov.uk/2021/05/11/geography-in-outstanding-primary-schools/ (Accessed: 19^th February 2023).

 

 

Gallahue, D., Ozmun, J. and  Goodway, J. (2012) Understanding Motor Development. Seventh Edition. New York: McGraw-Hill. 

 

 

Get set 4 PE (2023) Progression Map for Physical Education. Available at: https://getset4education.co.uk(Accessed: 21^st February 2023).

 

Hayes, D (2010) 'The seductive charms of a cross-curricular approach', Education 3-13, 38(4). Available at: https://www-tandfonline-com.plymouth.idm.oclc.org/doi/full/10.1080/03004270903519238 (Accessed: 22^nd February 2023). 

 

Howells, K., Carney, A., Castle, N and Little, R. (2018) Mastering Primary Physical Education. London: Bloomsbury Academic.

 

 

Kerry, T. (2015) Cross-Curricular Teaching in the Primary School. 2nd edn. Oxon: Routledge. 

 

 

Kidd, D. (2020) A curriculum of hope. Wales: Crown house publishing. 

 

 

Lane, R. & Bourke, T. (2019) 'Assessment in geography education: a systematic review'. International research in geographical and environmental education, 28 (1), pp. 22-36.

 

 

Skemp, R. (1976) Relational Understanding and Instrumental Understanding. Mathematics Teaching 77, 20–26. Available at: https://www.atm.org.uk/write/MediaUploads/Resources/Richard_Skemp.pdf                    (Accessed: 14^th February 2023). 

 

 

Ofsted (2021a) Research review series: Mathematics. Available at: https://www.gov.uk/government/publications/research-review-series-mathematics

(Accessed: 18^th February 2023).

 

Ofsted (2021b) Research review series: Geography. Available at: https://www.gov.uk/government/publications/research-review-series-geography (Accessed: 19^th February 2023).

 

 

Ofsted (2022a) Research review series: PE. Available at: https://www.gov.uk/government/publications/research-review-series-pe/research-review-series-pe (Accessed: 15th February 2023).

 

 

Ofsted (2022b) Education inspection framework. Available at: https://www.gov.uk/government/publications/education-inspection-framework/education-inspection-framework (Accessed: 19^th February 2023).

 

 

Piaget, J (1971). The theory of stages in cognitive development. In D. R. Green, M. P. Ford, & G.B. Flamer, Measurement and Piaget. McGraw-Hill.

 

 

Rosenshine, B. (2012) ‘Principles of Instruction: Research Based Strategies That All Teachers Should Know’, American Educator, 36(1), pp. 12-10. Available at: https://files.eric.ed.gov/fulltext/EJ971753.pdf(Accessed: 21^st February 2023).

 

 

School A, no date. Available at: https://www.monkleigh-primary.devon.sch.uk/ (Accessed: 22^nd February 2023).

 

Sherborne, V. (2001) Developmental movement for children: Mainstream, special needs, and pre-school (2nd edition). Cambridge University Press.

 

Skemp, R. (1976) Relational Understanding and Instrumental Understanding. Mathematics Teaching 77, 20–26. Available at: https://www.atm.org.uk/write/MediaUploads/Resources/Richard_Skemp.pdf               (Accessed: 18^th February 2023). 

 

Smith, C. L., Wiser, m., Anderson, C. W., & Krajcik, J. (2006). Focus Article: Implications of Research on Children’s Learning for Standards and Assessment: A proposed Learning progression for matter and the Atomic-molecular theory. Measurement: Interdisciplinary Research and Perspectives, 4(1–2), 1–98. \

 

Tes (2017) ‘Fire’ Topic web – Medium Term Autumn 1. Available at: https://www.tes.com/teaching-resource/-fire-topic-web-medium-term-autumn-1-11719281  (Accessed: 22^nd February 2023).

 

White Rose Maths (2020). Available at: https://whiterosemaths.com/resources?year=year-7

(Accessed: 19^th February 2023)

 

White Rose Maths (2021). Available at:  https://assets.whiterosemaths.com/Resources/early-years/guidance/wrm-reception-scheme-guidance-for-teachers-and-FAQs-autumn-2021.pdf                       (Accessed: 19^th February 2023).

 

White Rose Maths (2022a). Available at: https://assets.whiterosemaths.com/Content/new-schemes/NC%20RTP%202022.3%20November%202022%20version.pdf (Accessed: 19^th February 2023).

 

White Rose Maths (2022b). Available at:  https://assets.whiterosemaths.com/new-schemes/Year%201%20Scheme%20of%20Learning%20Small%20Steps.pdf (Accessed: 19^th February 2023).

 

White Rose Maths (2022c). Available at: https://secure-assets.whiterosemaths.com/secure/resources/new-schemes/year-1/autumn-block-1/Y1%20Autumn%20Block%201%20WO2%20Count%20objects%202022.pdf (Accessed: 19^th February 2023).

 

White Rose Maths (2022d). Available at: https://secure-assets.whiterosemaths.com/secure/resources/new-schemes/year-3/autumn-block-1/Y3%20Autumn%20Block%201%20WO13%20Order%20numbers%20to%201000%202022.pdf (Accessed: 19^th February 2023).

 

White Rose Maths (2022e). Available at: https://secure-assets.whiterosemaths.com/secure/resources/new-schemes/year-6/autumn-block-1/Y6%20Autumn%20Block%201%20WO6%20Compare%20and%20order%20any%20integers%202022.pdf(Accessed: 19^th February 2023).

 

White Rose Maths (2022f). Available at: https://whiterosemaths.com/resources?year=year-6-new (Accessed: 19^th February 2023).

 

White Rose Maths (2022g). https://assets.whiterosemaths.com/resources-2022/year-7/autumn-block-4-place-value-ordering/Year-7-Autumn-Block-4-Place-Value.pdf    (Accessed: 12^th February 2023).

 

White Rose Maths (2022h). Available at:  https://assets.whiterosemaths.com/new-schemes/Y2%20Autumn%20SOL.pdf (Accessed: 19^th February 2023). 

 

Piaget’s (1971) theory of cognitive development recognises the important role of movement, particularly during the early years of life (Gallahue and Ozmun, 2012). Despite educational practices having evolved significantly, his views are maintained today, and I agree with his theory. Nevertheless, they aren’t modern and therefore may not be as accurately representative of how children move through cognition now. Blakemore (2003) states that movement is a crucial component of both learning and thinking, as well as of mental processing. 

 

When specifically focusing on throwing in the PE curriculum, for EYFS the aim is for children to throw and roll beanbags and bigger balls into an open area (DfE, 2021d). When they move up to KS1, this skill that they have learned in reception is further built upon by throwing and rolling again, now towards a target rather than a space. Therefore, children must achieve this skill in EYFS, to help them progress and achieve the skills required in KS1. Student’s current and future participation in physical exercise and sports may be restricted without strong foundations in motor skills (Ofsted, 2022). 

 

When pupils progress to KS1, their fundamental movement skills continue to advance, mastering basic movements and progress in their throwing. The PE curriculum is very broad with little guidance on the progression that pupils should follow (DfE, 2013a), unlike the core subjects which have aims for each year group. 

To ensure that the skills children learn are embedded, introducing games involving ball skills, such as field games is something I have first-hand experienced to be effective. Games can be made fun, and involve children doing PE and developing skills, without them realising they are doing physical activity. However, this may mean that these skills get lost, and children lose the understanding of these skills, Bruner (1960) believed it was important that learners obtain the most ‘fundamental understanding’ of a subject by having a solid grasp of the underlying principles of that subject.

 

 

In the NC (DFE, 2013a), KS1 focuses on pupils developing fundamental motion skills and mastering basic movements. In KS2, pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and link them to create actions and sequences of movement. Bruner’s (1960) spiral curriculum theory talks about the benefits of repeating and adding complexity over time. He believes that learning is seen as a spiral that ascends from fundamental to advanced concepts, revisiting themes as the spiral loops around at progressively more complicated levels (Bruner, 1960). Although Bruner’s (1960) theory is over 60 years old, the NC (DfE, 2013a) is heavily influenced by it.

 

Rosenshine states the advantages of starting a class with a brief review of prior knowledge (Sherrington, 2019). Sherrington (2019) considers Rosenshine's theory, which states that connections are far more likely to be made when prior knowledge is fresh in human working memory. Howells (2018) emphasises the value of giving students the chance to engage in individual practice and that assessment follows from observation. By giving teachers these opportunities, it enables them to stand back and observe children's growth, positively influencing their responses so they can assess children's movement and skill when they are being observed. In practice, I noticed how vital Rosenshine’s theory is, in that when I started a lesson with a flashback, this massively helped jog the children’s memory. Students are progressing if they are remembering and therefore understand more of the material (Ashbee, 2021). 

 

In KS3 the NC (DfE, 2013b) states that pupils should build and embed the skills they have learned In KS1 and KS2. Such as becoming more confident and expert in their techniques. When pupils reach KS2 and KS3, the skills they have learnt in PE up to this will help build on to when they begin playing team games, such as netball and basketball. However, some children will need to revisit these skills to help them achieve their progress.

 

The NC (DfE, 2021a) for geography is quite Anglocentric, which may be a beneficial thing that the teaching of this begins close to home. However, it may also be negative if we don’t expand and instead, schools should be broadening their teaching of a variety of countries and cultures.

 

Ofsted (2021b) highlights that the geography curriculum must be divided into manageable chunks that students may initially understand on their own before merging different chunks to develop a deeper conceptual understanding. However, it could be argued that the lack of structure evident in the NC (DfE, 2013a) makes it difficult for teachers to plan. According to Bruner (1977, p. 13) ‘a curriculum as it develops should revisit the basic ideas repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them’. Barlow and Whitehouse (2019) argue that, although this is a fairly negative view, the limited instruction teachers receive in individual subjects during their training years must be a barrier to geographical mastery because revisiting the fundamental concepts requires an excellent comprehension of these ideas. 

 

Fundamentally, the expertise and professional development of teaching staff has a significant impact on the curriculum and its implementation. This is especially true in geography because few primary teachers and a substantial proportion of secondary teachers have not studied geography beyond A level (Ofsted, 2021b). Moreover, the impact this may have, is that teachers may not have the correct subject knowledge to further support students with their learning. Freeland (2021) highlights that very few teachers had been trained in teaching geography, although some could remember a brief session as part of their initial teacher training. Therefore, this led to teachers not drawing out important geographical concepts or introducing errors (Freeland, 2021). 

 

Looking at the NC (DfE, 2013a), there is a clear progression from EYFS to KS1 and KS2 as the skills and how these are then applied, become increasingly complex. The skills are revisited through the key stages (Bruner, 1960). In KS3, pupils are taught to understand and use place value for decimals and measures. Therefore, pupils will be applying the skills and knowledge they have previously learnt to support their understanding of place value in new contexts.

During placement, my school followed the WRM scheme, and the teachers thoroughly enjoyed using this resource. I found the scheme very helpful when teaching mathematics as it included step-by-step lessons, and you could see how these progressed. The only issue that I noticed was that the school wasn’t yet on the spring term topics and instead was still on the autumn term, due to having to repeat some lessons to ensure the children had a clear understanding. There is also so much on the curriculum that needs to be taught, especially in upper KS2, that teachers felt they were having to rush the learning to ensure all topics were covered before the children reached KS3. If this essential material has been taught to students thoroughly and in good order, they are more likely to retain it and won't need to ‘re-learn’ it later (Ofsted, 2021a). Although now, some of the children may not have the necessary skills required, especially as lower attaining students would have needed much more support and time with these lessons. 

 

Computing is a subject that is also covered and has multiple activities that link to fire. One of these lessons involves using multimedia resources to investigate facts about the Great Fire of London. This links well to English, where the children have to produce an information book regarding this topic because they can apply the facts they have learnt here. The lessons for this require using a lot of ICT/media, this may need to be narrowed down as Year 2 children will require support in how to manage the use of this media.

 

In the NC (DfE, 2013a) for history, one of the aims for KS1 children is to learn about ‘significant historical events’ (DfE, 2013a). The topic for this links to the NC (DfE, 2013a) as the Great Fire of London is a historic event.