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(Teach Thought Staff, 2017)

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(Pearson Australia, 2018).

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(ACARA, 2018b)

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(Eztalks, 2018).

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Collaborative Learning is defined as a variety of educational resources that involves students and teachers to join intellectually to learn together. To encourage integrated learning it is vital to include an active learning environment with rich content encouraging thinking and problem solving skills (Almajed, 2015).  Finally, it enables students to construct and explore knowledge through positive interactions ensuring the interest of all students (Almajed, 2015).

Benefits: increases self - esteem and communication, retain context information longer, active engagement, learn from other students (Almajed, 2015)

Limitations: frustration when working in groups, time management (Lane, 2016)

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(Fogarty, 1991).

Having an understanding of an Integrated curriculum deepens the connections within and across all subjects  (Fogarty, 1991).  This also encourages teachers to utilise various skills for appropriate specific learning experiences in order to cater for the interest of diverse students (Gordon, 2014).

An Integrated curriculum allows students to make connections within the 21st century by collecting, organising and processing information which encourages understanding and enhances knowledge particularly for students who find it challenging to gain knowledge (Gordon, 2014).

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It is always a hurdle to have a classroom where every student is interested and focused on what is being taught. Inquiry-Based Learning( IBL) is an approach that combines student-centred and hands-on activities with discovery. More importantly, the teacher is perceived as a facilitator of learning that promotes discussion and inquiry by providing guidance rather than directing the learning experience . Furthermore, IBL fosters the development of independent learners by encouraging students to take responsibility and initiative of own learning ensuring active engagement and interest (Smallhorn et al, 2015).

Benefits: promotes critical and creative thinking, caters for all learning styles, enhances self-confidence (Shao, 2018), reinforces curriculum content, builds initiative and self-direction (Guido, 2017)

Limitations: time management restrictions (Shao, 2018)

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The Australian Curriculum is designed to provide students opportunities to become successful, creative learners and informed citizens. The Australian Curriculum provides Eight learning Areas that is intertwined with three cross-curriculum priorities and seven general capabilities (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2018a). Teachers plan and implement pedagogical approaches to learning that are interdisciplinary, multidisciplinary/intradisciplinary or transdisciplinary (Fogarty, 1991). Allowing students to be interested in transfering knowledge across all curricular subjects, various concepts and ideas to understand the world that is constantly changing (Murdoch, 1998).

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2. Fogarty's continuum of curriculum integration 

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2. Fogarty's continuum of curriculum integration 

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How do I ensure that a unit of integrated study is going to be interesting to every student?

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Integrated Approach to learning allows students to make connections between various concepts and experiences that enhances the skills to be applied to everyday learning (Lake, 1994). Students in the 21st Century acquire various levels of motivation,learning styles, abilities as well as attitudes about learning. All these differences subsequently effect each students ability to be interested in teaching experiences (Felder & Brent, 2005). When teachers plan and program authentic integrated experiences they are able to cater to each student's learning styles, abilities and needs to ensure they are interested and engaged. Active student engagement enhances understanding of concepts and ideas, creative thinking, problem - solving, collaboration and positive attitudes towards learning (Samson, 2015). It is paramount that teachers understand each student's learning capabilities in order to have an inclusive classroom where every student finds a sense of belonging to strengthen learning and development (Bucholz  & Sheffler, 2009).