1. A research and policy informed discussion of cross-curricular approaches to the teaching of mathematics and science with a focus on how scientific enquiry can support this approach and the use and misuse of ICT.

2. “Cross-curricular teaching combines the skills, knowledge and attitudes of two or more subjects in a single experience.” The curriculum is the focus not the topic or theme. (Barnes, 2011) Good cross-curricular teaching is a child- centred experience. “A creative way of linking subjects through a common theme to give pupils a meaningful, practical and motivating context for learning. It enables pupils to use similar skills in different subjects within that context.” (Jarvis, 2009). A discrete approach to teaching describes the teaching of separate subjects which focuses only on the curriculum knowledge, skills and understanding of that particular subject.

3. Relevant context Learning is less disjointed Science and maths development needs to be matched, Requires careful planning

4. Mathematics Science Measuring Using measuring instruments Connections between measure and number Decimal numbers Data handling Tables and graphs Pattern seeking Importance of mathematical evidence to support scientific claims Scientific Enquiry

5. Measuring Using measuring instruments Connections between measure and number Decimal numbers Data handling Tables and graphs Pattern seeking Importance of mathematical evidence to support scientific claims Scientific Enquiry Can we slow down cooling? Measuring temperature, Using thermometers, Understanding time, Connecting measure and number on a scale, Recording findings in a table, Drawing a line graph, Identifying patterns in the data and using these to draw scientific conclusions.

6. Other scientific enquiries that link with maths include:

7. “should apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data.” “use different contexts to maximise their pupils’ engagement with and motivation to study science.” “Pupils should seek answers to questions through collecting, analysing and presenting data.” “observing changes over time, noticing patterns, grouping and classifying things” ”…analysing functions, relationships and interactions more systematically.” “taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where appropriate” “Mathematics is a creative and highly interconnected discipline that…is essential to everyday life, critical to science, technology and engineering...” children “should also apply their mathematical knowledge to science and other subjects.” and “draw[ing] conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.” “recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs” “use test results to make predictions to set up further comparative and fair tests” “reporting and presenting findings from enquiries”, and “identifying scientific evidence that has been used to support or refute ideas or arguments” The National Curriculum for 2014 (DfE, 2013)

8. ICT is integral to all parts of cross-curricular teaching and learning. It can be used to: Model some of the ways scientists work. Provide access to rich and varied source materials. Speed up processes that would normally take much longer. Allow safe access to difficult, expensive or hazardous activities. Enable children to learn in a variety of ways. Provide an alternative format that is more relevant to the children.

9. Use of ICT Ask questions, predict and hypothesise Observe, measure, record and manipulate variables Interpret results and evaluate scientific evidence Explore alternatives, relationships, cause and effect and patterns Present and communicate findings Consolidate knowledge and understanding Improve the accuracy and presentation of work Allows editing and improvement of work More easily changed and added to Immediate, accurate and reliable readings Allows a greater focus on interpretation (Willis, 1998) More can be achieved in the given time Experience in searching and retrieving data (Ofsted, 1999) Adds enthusiasm (Willis, 1998) Promotes high level thinking skills (Ball, 1999) Improves learning (Wegerif & Dawers, 1998)

10. The misuse of ICT in teaching Misuse of ICT Teachers are not aware of available ICT Teachers are not familiar with using ICT for learning Teachers find technology difficult to use Organisational / practical difficulties Debate over whether ICT changes the way learners’ brains work Focus on basic thinking and reasoning skills Should not replace first-hand experiences Being unable to carry out scientific investigations in a computer suite. Displays may be too small to see clearly ICT should not be used in place of resources children can interact with Passive rather than active involvement Overuse of some forms of ICT ICT may not add enough challenge to activities Sometimes used as a ‘bolt on’ activity Does not always underpin the science or maths

11. Effective cross-curricular teaching: Only subjects that add understanding to the experience Plan for subject skills, knowledge and progression Only 2/3 subjects per lesson Learning targets for each subject in that lesson Teachers must continually increase their subject knowledge Assess pupils’ learning Any subject can be suitable Use effective pedagogy Build motivation Consult children on themes Guidelines for effective cross-curricular teachingHow can this be achieved?

12. Many benefits and disadvantages of a cross-curricular approach. Teachers would say that creative cross-curricular teaching is best for children (Barnes, 2011). Cross-curricular teaching needs to be good teaching in order to benefit pupils. There are limitations. Matching maths and science development may require discrete teaching in addition. ICT skills may need to be taught separately also. Must be used to enhance learning and not as a surplus to requirement. A combination of both discrete and cross-curricular approaches (Rose). Depends on the confidence and subject knowledge of the teacher. ICT can underpin science and maths if used well.

13. Thank you for listening!