ABSTRACT
Cross-curricular learning implies that subjects will contribute to an overall theme that draws together the learning. It is most prevalent in primary schools but is now also advocated by QCDA in the secondary curriculum.Of itself, this provides no rigour and does not pay specific attention either to enquiry-based learning or the need to attend to disciplinary requirements of skills progression, specific to subject disciplines, or a conceptual focus or foci on which to base the enquiries.
