DESARROLLO DE LA PROPUESTA

Despite the claims that history is an ‘umbrella’ subject through which cross-curricular links are easier to make, it should be noted that the literature review revealed few examples of published research into cross-curricular approaches involving history in primary schools. Many of the generic texts on primary history do mention links with other subjects. The many links between history and English, including the use of story, sources and written outcomes, were explored with considerable reference to the NC by Hoodless (1998), Harnett (2000) and Bage (1999; 2000), but the examples tended to be aspects of English taught through history topics. History’s links with geography, particularly through researching the school’s locality, have been explored by Dixon and Hales (2014: 147-151). Blyth (1989) also discussed the natural connections between art and history in some detail. As an accomplished musician, Turner-Bissett (2005) made a strong case for cross-curricular links between music and history that unquestionably overlapped with Barnes’ (2011) ‘Inter-disciplinary’ model, in that children would progress their understanding and knowledge of both subjects simultaneously. The connections between history and ICT have also been frequently made, particularly the role of the computer in accessing external databases for enquiry (Haydn: 2011) and also the potential of computers to present children’s historical work in engaging ways. Design technology has connections with history through model building, although this has not tended to be reviewed by academics. Only science and mathematics remain of the subjects without sustained links with history, although the potential for data analysis with historical evidence is theoretically very strong and rewarding.

Prior to the introduction to the NC, no discussion would be complete without mentioning the pioneering work of the SCHP (1972) that often included integrated work in the early secondary years. Similarly, Sexton (1990) used short and intense bursts of cross-curricular work based on a generic theme entitled the ‘time machine’ in a secondary school. Although successful, he admitted that continuity and progress were

62 | P a g e difficult to monitor, especially given the short nature of the experiment, and that team planning and leadership (he was head of history) were vital for its success. Rogers (1986) provided important examples of cross-curricular history work from the perspective of his primary PGCE students, but he was an early and vocal critic of ‘topic’ work that promoted ‘perspiration’, in the form of uncritical binders of children’s work, over genuine historical understanding and reasoning. Reflecting the mood of the time, especially HMI (1985) guidance, he advocated a skills-based approach alongside elements of narrative and enquiry. HMI’s (1989) report on history and geography contained three reasonably detailed case-studies of good practice, particularly the links with English and the arts curriculum. The first case-study described an enquiry based project in a school located in an industrial village that linked history and geography in a dual-focus theme, arguably the ‘shared’ model in Fogarty’s schema, on changes to employment and settlement after the closure of several collieries. Part of the inspiration came from the SCHP Project ‘Man in Time Place and Society’ (SCHP: 1975); in HMI’s view (HMI: 1989: 30-36), the topic’s strengths included field trips to relevant locations, other sources of primary evidence including artefacts, maps and photographs, the encouragement of genuine historical reasoning including cause and effect, and worthwhile links to other subjects such as art, technology and drama. In this example leadership and high expectations were judged to have been more important than detailed planning and formal assessment practices.

Regarding the cross-curricular approaches involving history that have emerged following the strategy for ‘Excellence and Enjoyment’ (DfES: 2003a), here, too, there has been a surprising lack of research and publication. Holden (2007) described how the ‘Romans’ study unit, ostensibly a topic on invasion, led to a highly rewarding exploration of a European dimension with lower Key Stage 2 children, that adopted an enquiry-based approach to tackle their fragmented and poorly understood knowledge of modern Italy; in this example it was essentially an ‘integrated’, or ‘inter-disciplinary’ model (Barnes: 2011), and ‘integrated’ or ‘webbed’ from Fogarty’s schema, combining

63 | P a g e history, geography and citizenship on a fairly equal footing. Agar (2009) reported using the ‘Tudors’ study unit as a starting point for an intense cross-curricular study that involved the imaginative use of ITC, including video connections, and concept mapping in a clearly hierarchical way with history as the lead subject.

Moore (2009) explored links between history, geography, English and mathematics to develop a sense of place, community and personal identity. This seemed a good example of a thematic approach, with the lead taken by citizenship through identity and community, and would therefore be classified as a ‘multi-disciplinary’ approach in the Barnes’ (2011) schema, and either ‘threaded’ or ‘integrated’ according to Fogarty’s (2008) model. Similarly Temple and MacGregor (2009) made strong connections with citizenship in their exploration of alternatives to studying Florence Nightingale (a QCA sample plan) with a lower Key Stage 2 class; their choice was the Muslim spy and war hero Noor Khan. Most recently Maginn (2013: 20-1) outlined a cross-curricular history teaching project, at the level of ‘integration’ (Fogarty: 2008) that aimed to reflect the cultural diversity of the inner-city school she worked in. The theme was famous people from each continent. As the history coordinator she demonstrated the value of leadership; she was mindful of retaining subject integrity through strong planning and co-ordination, including clear references to the elements of history, and used primary sources of evidence such as photographs, documents and artefacts.

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