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Making learning contextual to real-world experiences is key to planning learning experiences

- McCarthy, 2014

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This requires the teacher to get firsthand information from students about their needs/interests and understanding in an attempt to avoid any ineffective strategies and adjust methods to suit (Qingwen, n.d.).

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Open-ended questioning encourages deep thinking and provides meaningful content for learning.

- Swinburne Online, 2017

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This model of planning ensures learning experiences are driven by outcomes. This model is especially valuable for student-centred inquiry based learning experiences (Wiggins & McTighe, 2005).
Image: (Wiggins, n.d.)

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Students' ability to make choices is fundamental to inquiry based learning.

- Murdoch, 1998

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Students' prior knowledge and experience is the foundation for future learning. Student-centred teaching approaches benefit inquiry based learning experiences.

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When a topic connects to what students like to do, engagement deepens as they willingly spend time thinking, dialoging, and creating ideas in meaningful ways (McCarthy, 2014).

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The following link provides an in depth description of these 10 methodologies (Merickel, 1998).
http://oregonstate.edu/instruction/ed555/zone3/tenways.htm

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The human mind receives and expresses ideas in a myriad of ways, referred to as multiple intelligences (Fogarty & Stoehr, 2008). Incorporating multiple intelligences within learning experiences helps to foster this multidimensional approach.
Image: (NUWG, 2015)

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Students' prior knowledge
and experience are determined and future learning moves through a deliberate process where
knowledge is extended, challenged, and refined (Murdoch, 1998).

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A personalised learning paradigm leads to more actively engaged students and allows for each student’s individual talents to develop.

- Method Schools, 2018

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The following video provides a broader explanation of each of the intelligences (Practical Psychology, 2016).

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8 Intelligences - Theory of Multiple Intelligences Explained - Dr. Howard Gardner

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Integration within a discipline occurs when a teacher connects a topic, skill or concept learned on one day or in one unit with another learned earlier in the same discipline.

- Gilbert & Hoepper, p.329, 2014.

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Curriculum integration has been defined by ten models which spread across the three bands. These methodologies represent the ways in which integration can be achieved.
Image: Fogarty's continuum of curriculum integration (Gilbert & Hoepper, 2014)

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Curriculum integration scopes across a continuum of several categories;  intradisciplinary, multidisciplinary/interdisciplinary and transdisciplinary. The scope of curriculum integration is addressed within, between and beyond subject areas.
Image: Alberta Education's continuum (Gilbert & Hoepper, 2014)

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The Australian Curriculum encompasses multiple dimensions:

Learning areas, subject areas and strands

General capabilities

Cross curriculum priorities

Image: (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2017)

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Image: (UIC Today, 2015)

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Effective curriculum integration enhances motivation, problem-solving skills, content knowledge, and deeper understanding of connections across subjects.

- Vega, 2013

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What tools and strategies are needed by teachers to meet the needs and interests of individual students and the demands and requirements of the Australian Curriculum?

- Imogen Johnson, 2018

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Methods and practices of teaching and learning through integration.

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Content is drawn from several subject areas to focus on a particular subject or theme.

Image: (Linkcabin, n.d.)