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Fig 5. ReThinkELA, 2018

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Fig 3. BIggerplate, 2018

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Fig 2. Waterloo School, n.d

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Fig 1. Fogarty, 1991

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Traditional pedagogy that barks at children (Fellowes & Oakley, 2014) to close their maths books and open their science books fragments and siloes disciplines (Fogarty, 1991), whereas an integrated approach, further along Fogarty's Continuum of Curriculum Integration (above), enables authentic teachable moments in the form of intentionally fragmented mini-lessons that model success and facilitate robust understanding (Australian Institute for Teaching and School Leadership Ltd [AITSL], 2017).

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Traditional pedagogy that barks at children (Fellowes & Oakley, 2014) to close their maths books and open their science books fragments and siloes disciplines (Fogarty, 1991), whereas an integrated approach, further along Fogarty's Continuum of Curriculum Integration (above), enables authentic teachable moments in the form of intentionally fragmented mini-lessons that model success and facilitate robust understanding (Australian Institute for Teaching and School Leadership Ltd [AITSL], 2017).

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An integrated pedagogy supported by the Six Thinking Hats framework authentically immerses the class in topics of substance (Murdoch, 1998), supporting teachers to construct multifaceted themes (above) whilst simultaneously prompting students to develop parallel thinking skills; first considering a problem, then applying each of the lenses or “hats” to encourage deeper consideration (below) (American Association of School Librarians [AASL], n.d). Whilst a traditional thematic unit might use mammoth-shaped tokens in mathematics to shallowly explore Ice Age concepts (Gordon, 2104); an integrated project-based unit using the Six Thinking Hats framework might explore sustainability principles of global temperature using each hat to represent perspective (AASL, n.d).

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An integrated pedagogy supported by the Six Thinking Hats framework authentically immerses the class in topics of substance (Murdoch, 1998), supporting teachers to construct multifaceted themes (above) whilst simultaneously prompting students to develop parallel thinking skills; first considering a problem, then applying each of the lenses or “hats” to encourage deeper consideration (below) (American Association of School Librarians [AASL], n.d). Whilst a traditional thematic unit might use mammoth-shaped tokens in mathematics to shallowly explore Ice Age concepts (Gordon, 2104); an integrated project-based unit using the Six Thinking Hats framework might explore sustainability principles of global temperature using each hat to represent perspective (AASL, n.d).

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Fig 6. In Vera Veritas, 2017

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Fig 4. American Association of School Librarians, n.d

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The Scope of the Australian Curriculum [AC] recommends transdisciplinary integration in accordance with students’ needs and interests in the context of school and community (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012). Supported by an inquiry-based approach (Baker, 2013), an integrated curriculum aims to connect knowledge meaningfully, starting from a real-world viewpoint (Gordon, 2014) that addresses the social and economic needs of 21st century Australia (Brady, 2014). Murdoch’s integrated model (above) demonstrates that each discipline is integral to the other (St Joseph’s Primary School Collingwood, n.d), aligning with the seven interwoven general capabilities and three cross-curriculum priorities that intertwine with the eight learning areas of the AC (ACARA, n.d).

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The Scope of the Australian Curriculum [AC] recommends transdisciplinary integration in accordance with students’ needs and interests in the context of school and community (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012). Supported by an inquiry-based approach (Baker, 2013), an integrated curriculum aims to connect knowledge meaningfully, starting from a real-world viewpoint (Gordon, 2014) that addresses the social and economic needs of 21st century Australia (Brady, 2014). Murdoch’s integrated model (above) demonstrates that each discipline is integral to the other (St Joseph’s Primary School Collingwood, n.d), aligning with the seven interwoven general capabilities and three cross-curriculum priorities that intertwine with the eight learning areas of the AC (ACARA, n.d).

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Australian Professional Standards for Teachers 1.1 states that teachers will understand how students learn; whilst 3.6 states that teachers will evaluate and improve teaching programs (AITSL, 2017) using strategies such as Bloom’s Taxonomy to evaluate an integrated approach. A tool for gauging the effectiveness of learning outcomes, using measurable verbs which describe how learning will be evidenced, Bloom’s Taxonomy focuses on cognition rather than process (TeachThought, 2018) and aligns with the Spectrum of Teaching Styles to determine whether a learning intention or outcome uses lower-level replication skills, or higher-level, critical thinking skills (Meldrum & Peters, 2012). 

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Australian Professional Standards for Teachers 1.1 states that teachers will understand how students learn; whilst 3.6 states that teachers will evaluate and improve teaching programs (AITSL, 2017) using strategies such as Bloom’s Taxonomy to evaluate an integrated approach. A tool for gauging the effectiveness of learning outcomes, using measurable verbs which describe how learning will be evidenced, Bloom’s Taxonomy focuses on cognition rather than process (TeachThought, 2018) and aligns with the Spectrum of Teaching Styles to determine whether a learning intention or outcome uses lower-level replication skills, or higher-level, critical thinking skills (Meldrum & Peters, 2012). 

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Unlike traditional one-size-fits-all pedagogies, an inclusive 21st century classroom anticipates that all children have special needs (Ashman, 2015) and proactively integrates the curriculum to make reasonable adjustments (Department for Education and Child Development, 2014). Maslow’s Hierarchy of Needs demonstrates that students arrive from different starting points, and those whose lower-pyramid needs are not met, may find “barriers to the curriculum” such as concentration (Edwards-Groves & Murray, 2008). Rather than ‘othering” their experiences, a pedagogy that integrates critical issues (Quintero, 2007) is one in which the teacher’s role is to encourage strategies for learning to enable students to make connections and develop understanding (Murdoch, 1998). 

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Unlike traditional one-size-fits-all pedagogies, an inclusive 21st century classroom anticipates that all children have special needs (Ashman, 2015) and proactively integrates the curriculum to make reasonable adjustments (Department for Education and Child Development, 2014). Maslow’s Hierarchy of Needs demonstrates that students arrive from different starting points, and those whose lower-pyramid needs are not met, may find “barriers to the curriculum” such as concentration (Edwards-Groves & Murray, 2008). Rather than ‘othering” their experiences, a pedagogy that integrates critical issues (Quintero, 2007) is one in which the teacher’s role is to encourage strategies for learning to enable students to make connections and develop understanding (Murdoch, 1998). 