Introduction
Cross Curricular teaching involves a conscious effort to encourage students to apply skills or knowledge acquired through learning at school to more than one subject on their curriculum. A central topic or theme can interlink subjects with each other, and students as a result should be able to learn an aspect of a central topic and apply information learned in one subject to others(Householder & Boulin 1992). As mentioned in Component 1 there are huge advantages to Cross Curricular teaching and learning. However, many students do not or cannot apply the knowledge that they have acquired in one subject to others
(www.fromtinyacorns.wordpress.com/2009/10/28/about-transdisciplinary-thematic-learning)

Learning beyond subject boundaries provides a student with the opportunity to experience not only learning that is relevant to one subject’s requirements, but also learning information that they will apply to other subjects. This type of learning some students may find to be challenging as they will be studying one topic from many different perspectives. However, with a deeper understanding of a topic, others will find it more interesting and may be encouraged to study the topic even further. Rensick (1989) confirms this stating that in contrast to learning topics in isolation students become more actively engaged in their studies when they participate in cross curricular learning. Cross curricular learning that is based on linking learning experiences and outcomes with each other can provide enjoyable learning experiences for students. By encouraging the students to consider a concept or skill from a different perspective a deeper understanding can be achieved. Moreover, it can also make learning more applicable and significant for the students to their learning as a whole.
Jacobs 1989 writes that a common concern of many student’s, is what