ABSTRACT
It can be argued that teaching through a traditional curriculum model with distinct, fragmented subject areas fails to recognise the integrated nature of knowledge and of lived experiences. The concept of an integrated curriculum dates back to Dewey (1933) and the pragmatist view of education. Such an approach to teaching and learning was advocated in the Plowden Report (1967) in the UK and in the Primary School Curriculum (1971) in the Republic of Ireland. It has continued to gain traction as it is perceived to give children a broader view of education and helps them to connect seemingly fragmented disciplines through a central theme. It also contributes to stronger classroom relationships, greater emphasis on pedagogy and enhanced efficiency in teaching. However, it is imperative that where a cross-curricular approach is taken that practitioners employ high-quality pedagogical experiences with an emphasis on the development of knowledge, skills and attitudes where the integrity of each subject area is maintained. This chapter explains thematic teaching, provides a rationale for its use and presents appropriate models for the teaching of climate change. It also provides reflective activities for educators to make links to their own practice.
