In a description of possible routes to cross-curricular implementation Savage (Savage 2011) embraces the role of the individual teacher in developing connections such as these. He asserts that the process should start with the teacher and will progressively permeate into the curriculum with later expansion and collaboration.
Jacobs (Jacobs 1989) also supports this balanced approach to curriculum delivery:
“Students should have a range of curriculum experiences that reflects both a discipline-field and an interdisciplinary orientation.”
She goes on to qualify this perspective by stating that students actually require an understanding from various disciplines before conceptual bridges can be made. Jacobs also defines a spectrum that describes the extent to which cross curricular principles are employed in curriculum design, with a completely segregated, subject-driven curriculum format, devoid of any attempt at connectivity at one pole and at the other a curriculum based entirely on the interests and lives of the students with minimal structural definition. Between these two extremes she describes a ‘parallel curriculum’ with subjects sequencing their content in a congruous format; a ‘complementary curriculum’ where material is brought from several different subjects into the same field; an ‘inter-disciplinary curriculum’ where all subject areas are incorporated into the tuition of a unit on a periodical basis and an ‘integrated day’ model where the full day’s tuition focuses on students’ questions and interests and the areas of study are directly linked to children’s’ lives.
Also noteworthy is Jacobs’ discussion regarding the evolution of cross curricular implementation within a school and the necessity for careful planning not only in terms of logistics and content but also regarding stakeholders and individuals involved in delivery. Throughout her text there is reference to the increasing acknowledgement of approaches by staff and students in the institution resulting from observation and communication concerning smaller scale implementation.