# data[].attributes.headline
Question from Susie Zvara How do we implement Integrated studies?

# data[].attributes.subject
Question from Susie Zvara How do we implement Integrated studies?

# data[].attributes.body
Implementing an integrated studies curriculum takes planning; there are four phases to help teachers achieve this outcome. Firstly they need to conduct internal research, making sure there are enough evidence and support for students to discover. Secondly external research, this is the same as the first, however; it is looking beyond the school. Thirdly to develop a proposal that allows the other teachers to collaborate and consolidate on the areas that will be integrated and finally monitor a pilot unit to see if the outcome needs changing for next time (Heidi Jacobs, 2016). It is also necessary for teachers to know their student's and what is expected of other subjects. Collaborating with other teachers to find out where they are going with their subjects and to help find common ground (Edutopia, 2011). 21st-century learning requires teachers to be able to integrate subjects in the Australian curriculum; these include sources that go beyond textbooks, thematic units with flexible schedules, a combination of subjects and emphases on projects (Heidi Jacobs, 2016).

Image 1:
( Wallace, Venville and Rennie’s approach to curriculum integration)

# data[].attributes.body
Teachers can start using the integrated approach by asking other teacher's to work alongside them, this will help new teachers to understand how to plan for future integrated subjects and to work with the children in active learning situations. Teachers gain confidence when working with others and this also allows flexibility, while children learn skills and knowledge to be successful in the future. (Heidi Jacobs, 2016). Teachers start experiences that are engaging with relevant purpose, from here the teacher chooses topics and projects that are driven by the children enthusiasm and curiosity. It is the teacher's responsibility to construct, plan and provide a scope of depth that will ensure a valuable learning experience and educational outcome (The Primary Program: Growing and Learning in the Heartland, 2017).

Image 2:
(The Primary Program)

# data[].attributes.body
To provide balance and direction for an integrated curriculum, teachers need to make a yearly plan that can be seen, reviewed and adjusted throughout the year. Considerations should be made for; the teacher's strengths and interests, state standards and benchmarks, goals of the primary program, assessment and evaluation, school resources and children's learning abilities (The Primary Program: Growing and Learning in the Heartland, 2017). Inviting the class to participate in topic suggestions will help the teacher to plan experiences and to provide a balanced content of the curriculum.

Image3:
(Integrating the curriculum, n.d.)

# data[].attributes.body
Integrated curriculum means teachers need to challenge themselves as well as the students in that they need to extend their knowledge content, change their approach from moralistic to constructivist, become a more active member in the community and develop their small group learning skills (Gordon, 2014). For teachers to have a positive outcome using integrated curriculum they will need to have the school on board with support teachers, resources and training to improve the teachers understanding and to become more confident in teaching the students (Gordon, 2014). The Australian Curriculum provides an overall rigorous and in-depth learning with consideration to the time available (The Australian Curriculum, Assessment and Reporting Authority [ACARA], 2017, version 8.3). Cross-curriculum priorities are

Implanted in all areas to ensure that students acquire a learning of enquiry based education and a comprehensive learning experience for students (ACARA, 2017, v. 8.3).

Image 4:
(Consumer and Financial Literacy| The Australian Curriculum)