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(Consultation on Integration, June 24, 2014).

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(The scope of curriculum integration, 2014).

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(How to integrate the curriculum, 1991).

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(How to integrate the curriculum, 1991).

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(My Journey Through Education, 2015).

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Murdoch (1998) highlights the benefits of teaching an integrated curriculum. It

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Murdoch (1998) highlights the benefits of teaching an integrated curriculum. It

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·         Allows teachers and students to make authentic connections to life in the real world.

·         Encourages students to use and develop critical thinking skills to achieve the most out of their learning, in any discipline, and throughout their entire lives.

·          Accommodates students’ different learning styles and needs and allowing students to transfer skills learnt from one discipline to another.

·         Allows teachers to cover the content of an overcrowded curriculum authentically, linking various activities across the school day.

·         Students have more control over their learning providing them with a greater sense of agency, and enthusiasm to learn.

·         Encourages collaborative planning among teaching staff, lifting morale and providing an avenue for the sharing of expertise.

·         Students can transfer knowledge and skills among learning experiences, adding to their prior knowledge and enhancing each learning experience.

·         Students develop creative skills to think about and respond to activities or experiences in many ways

·         Provides teachers and students with rich and meaningful concepts, authentic understanding, enhances enjoyment and assists reflection (Murdoch, 1998).

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Integrated Curriculum: Role of the Teacher

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Integrated Curriculum: Role of the Teacher

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Integrated Curriculum: Role of the Teacher, 14 February, 2011).

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INTEGRATED CURRICULUM ROLE OF THE TEACHER

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There are many opportunities to link skills across various subjects, such as literacy and ICT skills with humanities and social science, and with the General Capabilities (Gordon, 2014). For example, when planning for integration between science, technology, health, and environmental and social studies, subjects concerned with the world in which we live, we explore and begin to understand that world through art, language, drama, dance, music, mathematics and technology. As students investigate these topics they continue to develop understandings of the world we live in (Murdoch, 1998).

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Integrated teaching approaches provide flexibility, and allow for a holistic view of learning, assisting teachers and students to develop skills in gathering, organizing and processing information (Gordon, 2014). It helps teachers and students to make meaningful connections between knowledge, understanding and skills across the disciplines (Gordon, 2014).

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Fogarty's Views for Integrating the Curriculum across several disciplines

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Fogarty's Views for Integrating the Curriculum across several disciplines

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·         Sequenced: Topics/units are sequenced to coincide with one another, eg: studying a historical novel (English) as well as learning about that historical period (History).

·         Shared: Two disciplines with overlapping concepts or skills, eg: data collection and graphing as shared concepts in Science and Mathematics.

·         Webbed: One theme webbed to include various elements, eg: Theme: Fire webbed to the subject areas.

·         Threaded: Threading thinking and social skills, multiple intelligences (Gardner, 1983, as cited in Cherry, 2018), technology and study skills through disciplines, eg: Targeting ‘prediction’ through reading, math, science experiments thread the theme through disciplines.

·         Integrated: topics and concepts overlap authentically, eg: Teachers approach content through patterns found in each discipline.

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Teachers can utilise Fogarty’s models to explore links between subjects and start to think about how to integrate the curriculum in their classroom. As each cohort is different, teachers can also create their own designs for curriculum integration (Fogarty, 1991).

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How to ensure each discipline receives enough focus

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How to ensure each discipline receives enough focus

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The success of integrated curriculum depends on how it is employed in the classroom. In addition to making connections between learning areas, teaching strategies utilised in any unit help students to make links (Murdoch, 1998). Adopting this practice should encompass Vygotsky’s constructivist principles and favour problem-based learning, as students learn best when engaging in active learning (David L, 2015).