The 21st century increasingly focuses on life-long learning and the development of key competence that have a substantial impact on the quality of one’s life and his or her social position. To reach such a goal, all levels of education need to operate in a structured and planned manner. The recommendations or guidelines outlined in the strategic educational documents point towards a more adaptable learning environment that welcomes the deployment of new pedagogical approaches. One such example is cross-curricular integration, which functions as an additional tool when teaching individual subjects and enables increased student participation in personalised learning. The MA thesis defines the concept of cross-curricular integration, presents the types of curricular links and the requirements for implementing them into pedagogical practice, and describes how to evaluate the achievements of such a teaching style. Special attention is given to CLIL, an approach not entirely supported by the Slovenian legislation but, as experience from abroad indicates, an efficient technique of integrating language and non-language disciplines. The empirical research is aimed at determining the potential cross-curricular integration of Geography and Spanish. It first analyses the curricula and the teaching modifications in both subjects within grammar schools to establish common goals, competencies, and content. Then follows the analysis of the Geography and Spanish coursebooks, as well as their content and activities suitable for cross-curricular integration. Finally, we present three examples of lesson plans intended for cross-curricular integration of Geography and Spanish in grammar schools in selected grades and ideas for their improvement.
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