Advantages And Disadvantages Of Cross-Curricular Learning

There are some challenges to hands on and cross-curricular learning, within our activity we came across some areas that could have been developed, Hayes (2010) argues that hands on learning its heavily resourced. We agreed with this as the amount of resources we had available were limited. We also didn’t ensure we had planned for a child with a medical need, and therefore had to re arrange the activity a quarter of the way through the lesson to ensure she could join in. One key area that we identified was that children became more involved with the way the house looked in a creative sense, rather than the scientific reasoning. This challenge is also identified by Jarvis (2009) who expresses that one of the risks to cross-curricular learning is that one subject takes over in response to children’s enthusiasm and interest, this is of a loss to the other subject.

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However, in patch 2 Burton and Brundrett (2005) identified that although subject specific knowledge provides direction, it is the pedagogic knowledge that will strive vision and development. Pedagogy is the ability to select and use suitable teaching strategies and an understanding of how children learn, to be familiar with major concepts and how they can be taught (Newton and Newton, 2002; Dean, 2003; Burton and Brundrett, 2005; Wellcome Trust, 2015). Although a science leader must have sufficient subject knowledge, the progress the subject makes does not reflect solely on the content knowledge, but also the level of knowledge about how to raise the standards of teaching and learning within the field (Bishop and Lunn, 2002). Ovens (2000) believes this is because the knowledge of how to teach science promotes improved choices, regarding the way it is planned and how it broadens children’s