ABSTRACT
This chapter examines the notion of integrated or cross-curricular studies as a way of organising curriculum in schools. Drawing on the insights of educational philosophy, curriculum theory, and learning theory, it establishes the soundness of a theoretical case for this approach. It examines what this view means for the art and science of teaching, and notes examples of successful cross-curricular approaches in schools. The chapter identifies the roots of this philosophy in the thinking of the Plowden Report (1967) and suggests that the approach is equally valid today.
