ABSTRACT
This chapter shows how an interdisciplinary approach like Storyline helps to develop the ability to make connections and to progress transferrable learning from a very early age. During the 1960s education became more 'progressive,' with lots of new theories, ideas and ways of organising schools, from new approaches to the teaching of reading to open-plan architecture The Primary Memorandum in Scotland and the Plowden Report encouraged teachers to have a curriculum with much more integration of different subjects like Maths, Literacy, History and Geography. The recession brought with it successive governments that tried to get more and more control over what was taught in schools. In England the mistrust of the 'progressive' movement caused policy to change and the curriculum became much more prescriptive. The curriculum has a focus on Outcomes and Experiences which emphasise a curriculum with much scope for child centredness, teacher autonomy and creative learning.
