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Kerry (2015) succinctly states that Integrated Studies is a method of collating the curriculum in order to create engaging learning opportunities
Furthermore, Fogarty (1991) explains that there are numerous ways to implement integrated studies.  Figures 1 and 2 explain this in more detail.

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HOW TO IMPLEMENT A CROSS CURRICULUM APPROACH

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HOW TO IMPLEMENT A CROSS CURRICULUM APPROACH

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Figure 1. Integrating the curriculum (Fogarty, 1991).

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Figure 2. Differing views of integrating the curriculum (Fogarty, 1991).

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Connecting subjects improves student understanding and skills

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Connecting subjects improves student understanding and skills

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Murdoch (1998) explains there are numerous advantages of integrating subjects. Firstly, students are provided with opportunities to consider the purpose of how a variety of subjects are connected (Murdoch, 1998).  For example, when an educator teaches a unit of work regarding living things, students can learn about the life cycle of a frog.  As students learn about this topic, they could be provided with engaging opportunities to explore, discuss and present their findings.  Educators can link English, Science, Information Communication and Technology and General Capabilities within this particular unit of work (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016).  This method of learning encourages students to connect their skills and understanding.

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Figure 3. Connecting learning (Catholic Schools Office (n.d.).

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Students can improve their 21st century skills.

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Students can improve their 21st century skills.

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Churchill et al. (2011) states that when students are able to link their learning with the world around them, they will become better future citizens.

Furthermore, 21st century society requires that students are provided with the capabilities to think critically, analytically and with innovation (Venville et al., 2009). When students are experiencing learning in an integrated manner, educators can provide them with experiences that encourage 21st century skills.  For example, an educator could introduce a topic regarding Indigenous Australia in a Year 6 cohort.  Students would be able to utilise the technology skills to present their findings in a presentation.  Thus creative and analytical skills are utilised as well.

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Figure 4.  21st century learning space (Learning Environments Australasia. (n.d.).

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An opportunity for educators to effectively deal with an overcrowded curriculum.

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An opportunity for educators to effectively deal with an overcrowded curriculum.

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When educators implement the curriculum with an integrative approach, numerous content descriptors can be satisfied within individual lesson plans, thus diminishing the overcrowded argument.  When learning is conducted in an integrated manner it ensures that students can relate and connect their learning to everyday life events and assures inclusion of the aims and outcomes (Fogarty, 1991; Gordon, 2014; Murdoch, 1998).

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One main limitation, according to Hayes (2010), is that educators need to be aware that not all subjects can be integrated.  Hayes (2010) acknowledges that some key learning areas can be linked better than others.  For example,  it would be more appropriate for educators to connect Language with English, rather than with Health and Physical Education.  Figure 5 displays a successful integrated approach.

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Figure 5. Integrating learning with topic.  (Australian Curriculum Lessons. (n.d.).

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Time duration for preparing integrated studies.

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Time duration for preparing integrated studies.

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Another challenge is the time limitations revolving around integrating learning areas.  Hayes (2010) notes that when educators plan for integrating subjects their workload can significantly be impacted.  For example, a substantial amount of time is needed for teachers to cross-check each learning area to see commonalities.  This can lead to educators becoming unmotivated to implement integrated studies (Hayes, 2010).

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Figure 6. Planing for Integrating. (Strang, 2017)