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What are the benefits and limitations of integrated studies?

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What are the benefits and limitations of integrated studies?

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From Lynelle Logan.

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Integrated studies, incorporates purposefully connected personalised learning that encourages student engagement and contextual understanding (Gordon, 2014). Linking multiple subjects and relevant topics will encourage juxtapositions and interconnections that begin to make greater meaning (Nayler, 2014; Grant & Page, 2007). Integration offers teachers flexibility in implementing holistic inquiry models of learning, to merge different curriculum areas in a way that has meaning to students (Gordon, 2014).  Integrated studies values the general capabilities of the AC by combing skills and knowledge students require to become confident, successful, and creative learners (ACARA, 2017, v 3.8). Furthermore, Fogarty’s continuum of curriculum integration, explains the ten models of integration across intradisciplinary, multidisciplinary and transdisciplinary approaches, that teachers can use to integrate the curriculum, overlap concepts, topics and ideas, to benefit their students learning (Fogarty, 1991; Kysilka, 1998). Additionally, these strategies allow teachers to cater for individual learning styles, which supports Gardner’s multiple intelligence theory, that students learn according to their individual learning styles (Murdoch, 1998).

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Image 6: Fogarty's ten ways of curriculum integration (Galgo, 2013).

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Teachers can incorporate integrated studies in the classroom through an inquiry-based approach, a pedagogical practice supported by Dewey, which promotes 21st century skills of communication, collaboration and creativity, as they actively investigate relevant topics (Brady, 2014). For example, a project on waste management, allows students to learn about real world issues by combining knowledge of numeracy, literacy, problem solving, ethical understanding of sustainability and creative thinking when designing a new system (ACARA, 2014). An integrated curriculum also allows teachers to focus on student-centred learning, using strategies such as collaboration, which offers inclusion for all students. Furthermore, this ensures active participation, rather than rote learning and passive absorption, reflecting a social constructivist view that learning is constructed through meaningful interactions (Hudson, 2012).

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The Australian Curriculum (AC) values 21st century student-centred learning to gather and process meaningful information (Gordon, 2014). However, compared globally the curriculum is overcrowded, with 16 subjects in eight learning areas, causing disengagement and lack of in-depth understanding (Australian Primary Principals Association, 2014). Integrated studies therefore can link different areas of the AC to build knowledge, skills and understanding (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014).

Image 2: Primary subjects in Australia and comparable countries (Australian Primary principals Association, 2014),

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Image 1: Bachelor of integrated studies (Weber State University, 2017).

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According to Nayler (2014) integrated studies is purposefully connecting concepts and themes across two or more curriculum subjects, offering relevant and meaningful learning opportunities with a real-world connection.

Image 3: Integrated curriculum (Uzair Qureshi, 2014).

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Image 5: General capabilities (ACARA, 2017, v3.8).

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Teachers require awareness of any limitations prior to implementing an integrated curriculum. One concern is the attempt to incorporate too many elements and therefore students lack depth in understanding and inability to acquire basic skills and knowledge (Brady, 2014). Therefore, teachers can ensure the chosen content is relevant, engaging, and age-appropriate to ensure the students can grasp the concepts.

A further concern relates to the level of subject inclusion, for instance, one subject may be the main focus with only a brief mention of other subjects, hence minimising the students’ exposure to that subject (Grant & Paige, 2007). Teachers would therefore need to seek guidance from the content descriptors of the AC and ensure the theme allows each subject an opportunity to be developed and understood, according to the requirements of the AC (ACARA, 2017, v 3.8).

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Image 4: The new curriculum (Changing Phase, 2013).

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Image 7: The inquiry (Frost, 2016).

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Image 8: Inquiry based learning (Crook & Wilson, 2015).

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In summary, there are many benefits to integrated studies, encouraging student-centred learning through an authentic curriculum. Some limitations exist, however through knowing the AC content and careful planning, teachers can incorporate an integrated approach.