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1. Diverse Children's Literature Selection

Books rich in diversity such as "Abuela" by Arthur Dorros and "Growing Up in Kakadu, Australia" by Stan Breeden are great examples that explore diversity and cultural traditions. Thees texts can introduce students to important cultural practices and values.

2. Local Historical Figures

Research and celebrate local historical figures or contributions. For instance: learn facts about Cesar Chavez and the social justice and farm workers' rights.

3. Integration of Folktales and Myths

Introduce folktales such as The Rough-Faced Girl by Rafe Martin, or Lon Po Po by Ed Young (Gordon, n.d.). These folktales help open discussion about moral lessons, story structure, and cultural beliefs in language arts.

4. Geography and Culture Exploration

Create geography lessons that explore different countries. Incorporate maps, visuals, and crafts from countries like Australia, China, Norway, and Indonesia to give students a sense of global awareness.

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1. Family Heritage Projects

Students should be encouraged to shair their family stories or cultural traditions through projects. They can create a digital presentation, poster, or for younger students- a bag of culturally relevant items to showcase their heritage or stories from their families.

2. Poetry and Music Appreciation

Use poems from authors such as Pablo Neruda or songs in other languages to engage students with various rhythms and languages that enhance their understanding of cultural expression.

3. Small Group Discussion

Create small groups that celebrate diversity withiin the classroom. Encourage students to discuss their favorite foods, holidays, and family traditions (Bowerman, 2024).

4. Visual Learning Through Art

Incorporate art activities based on famous artists like the well-known Frida Kahlo, Leonardo da Vinci, and Yayoi Kusama. Students can use the inspiration from these artists to integrate cultural discussions into visual arts.

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Fostering a Multicultural Classroom Environment

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Fostering a Multicultural Classroom Environment

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1. Classroom Cultural Corner

Create a corner in your classroom that features artifacts, posters, and books that celebrate cultural diversity. Have students bring in items to add to the corner if they wish. Rotate items regularly to keep the display fresh and engaging.

2. Celebrate Diverse Heritage Months

Organize activities throughout the school year that feature stories, cooking demonstrations, art projects, and music to celebrate the many different heritage months actively.

3. Culturally Inclusive Language Use

Use inclusive language that reflects several cultures. Incorporate common phrases when greeting students, fostering a welcoming and respectful environment.

4. Establish Respectful Norms

Engage students in creating classroom norms that emphasize respect, inclusivity, and empathy for different cultures. These norms can be reinforced through role-playing and discussions.

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1. Cultural Diversity Potluck

Organize a community potluck where families can bring dishes that reflect their heritage, encouraging students to learn about differnt cuisines and traditions.

2. Parent and Community Workshops

Invite parents and local community leaders to host workshops or discussions about cultural practices, connecting the classroom to the larger community.

3. Field Trips or Virtual Tours

Plan field trips to local cultral centers, museums, or historic sites. Alternatively, organize virtual tours of significant locations such as the Great Wall of China, Buckingham Palace, or Taj Mahal.

4. Family Reading Nights

Host family reading nights focused on diverse literature where families can join, read together, and share stories from their own cultures, which will foster a love for reading and cultural exchange.

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Bowerman, Matthew. (2024). Integrating Culturally Responsive Teaching and Trauma-Informed Practices. edutopia. https://www.edutopia.org/article/culturally-responsive-trauma-informed-teaching-strategies/

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Culturally responsive teaching (CRT) and trauma-informed practices (TIP) are essential, interconnected approaches for supporting K-12 students, especially those from historically marginalized backgrounds who may experience higher rates of trauma.

Trauma-informed practices (TIP) are designed to recognize and respond to the impact of trauma on students' learning and behavior, such as creating communities of support. This approach emphasizes creating a safe and supportive environment that fosters trust, empowerment, and resilience.

By integrating CRT with TIP, educators not only validate students' lived experiences but also provide pathways for healing and academic success, recognizing that addressing both cultural and emotional needs is critical to equitable education.

The Intersection of CRT and TIP

Creating the conditions for culturally responsive teaching and trauma-informed care in K-12 settings is entrenched in three critical elements: recognizing and affirming the cultural backgrounds of students, integrating diverse perspectives into daily classroom learning, and fostering a sense of belonging. To accomplish this, consider trying the following.

1. Create safe spaces. Use seating arrangements that promote inclusiveness (e.g., arrange desks or tables in a circle or U-shape so that students can see each other, which fosters open communication and a sense of community. Alternatively, organize desks or tables into small groups of four to six to allow for collaborative work. Consider providing access to flexible seating options like floor cushions, standing desks, or soft chairs.

Establish norms for respect and active listening. For example, practice listen without interrupting -allow the speaker to share their thoughts fully before responding; use reflection-clarify (paraphrase or ask clarifying questions to ensure understanding and show that you value the speaker's words, such as saying, "So what I'm hearing you say is...").

Create a set of common phrases, visual cues, or reminders that reflect the classroom's values and agreements, while honoring the cultural and linguistic backgrounds of the students (e.g., "Respect each other's ideas"), and create a poster in multiple languages for the classroom. You might also include language frames like "I hear your perspective, and I'd like to add..." to model respectful discourse, encouraging students to use similar phrases in discussions.

2. Get to know your students, and teach them how to get to know one another. Implement regular check-ins to understand students' backgrounds and interests. Using an informal method like exit tickets or a weekly reflection journal, start each week with a survey or a quick one-on-one conversation to learn about students' current interests, current challenges, and any experiences they wish to share.

Foster peer connections and create opportunities for trust-building and celebration of the experiences of the class-for example, organize a "Cultural Sharing Day," when students share something significant from their heritage or personal lives, or have a "Community Circle," where students take turns speaking about their experiences or feelings in a safe, supportive environment.

Encourage collaborative learning and group projects that celebrate diverse perspectives. Create buddy systems for students to support each other emotionally and academically.

3. Integrate prior knowledge and diverse learning materials into the conversation and content. Build opportunities for student discourse that bring students' stories and knowledge forward-for example, think-pair-share: Give students a question or topic related to the lesson. First, they think individually about their response, drawing from their personal experiences and knowledge. Then, they pair up with a classmate to discuss their thoughts. Finally, they share their ideas with the whole class. Modify according to the age/grade levels of your students.

Implement a "cultural sharing" segment-partner with a translator, if needed, and invite students to share aspects of their backgrounds, such as traditions, languages, or family stories, based on comfort levels during a designated time each week or month. They can use various formats-a short presentation, a visual project, or storytelling, depending on their comfort levels.

Guiding with a Trauma-Informed Lens

While you don't need to know the details about a person's trauma to be able to emotionally support them, it's imperative that in working with diverse student populations, you're aware that many of them and their families have been significantly impacted by trauma. Maintaining a trauma-informed lens with language and behavior challenges teachers to do the following:

Collaborate with students to build community, and make sure you feel equipped to provide responsive classroom management.

Establish clear expectations and routines to reduce anxiety, and use positive reinforcement and restorative practices instead of punitive measures. Create a "positive behavior ticket" system to recognize and reward students for desirable behaviors, which they can redeem for small privileges, and/or hold a restorative circle where students discuss the impact of the behavior and collaborate on ways to repair harm. This promotes empathy, accountability, and relationship-building.

Create quiet areas in the classroom where students can go if they feel overwhelmed.

Have flexible options for choosing and presenting assignments or demonstrating proficiency for a performance task. For example, students might demonstrate their understanding by creating a video presentation, writing a traditional essay, designing a visual timeline, or developing a podcast episode. This flexibility lets students leverage their strengths and interests.

Take the time to recognize and understand trauma and its potential triggers.

Learn how to identify signs of trauma in students and understand potential triggers.

Submit a query email to your school leadership, school counselors, social workers, Special Education department, and other school partners to explore how to implement strategies for de-escalation and support.

Promote the understanding and use of emotional regulation skills.

Teach students strategies for managing their emotions, such as deep breathing exercises, mindfulness activities, and reflective journaling.

Incorporate short breaks during lessons for students to practice these techniques.

Utilize trauma-informed language-positive, supportive language-and avoid triggering or stigmatizing terms. This takes time, and you can often take cues from your students. Use language that's nonjudgmental, affirming, and empathetic, while being careful to avoid terms that could trigger shame, fear, or feelings of inadequacy in students. Avoid discussing someone "creating a problem" or being a "problem student." Consider an affirming statement like "I notice you're having a hard time focusing right now; let's work together to find a solution," or "It looks like you're frustrated-how can I help?"

Frame discussions around growth and resilience, as well as a belief in the students' worth. For instance, if there's a discussion about challenges, you could share a personal example and note, "Everyone faces setbacks, but it's how we grow from them that matters. I believe each of you has the strength to overcome difficulties, and your unique experiences help make our class stronger."

Another key part of the work is constructing partnerships with families and community organizations to better understand backgrounds and communication styles. Ideas include hosting events that celebrate cultural diversity and inviting community input about curriculum decisions. Partner with local cultural organizations and families to cohost a "Community Culture Night," where families and community leaders are invited to share their traditions, foods, music, and stories. Leading up to the event, teachers could hold focus groups with families to learn about preferred communication styles and involve them in planning.

Building a school community anchored in culturally responsive teaching and trauma-responsive practices first requires building a culture and climate that encompasses how critical these are for true school improvement. Consistent, sustainable messaging, along with reflective practice around one's own mental health, bias, and lived experiences, is crucial in order to teach and collaborate with diverse student populations.

One step at a time, one story at a time, engaging in this work is as rewarding as it is challenging, but your teaching, as well as your relationships with students and families, will thank you for it.

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Integrating Culturally Responsive Teaching and Trauma-Informed Practices

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These culturally responsive and trauma-informed teaching strategies can help ensure the academic success of all students.

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Gordon, Charnaie.(n.d.). Happily Ever After: 21 Multicultural Fairy Tales to Delight Every Child and Teen. Brightly. https://www.readbrightly.com/multicultural-fairy-tales-for-children/#0

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Happily Ever After: 17 Multicultural Fairy Tales to Delight Every Child

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Today’s fairy tales present young readers will all kinds of characters, cultures, and stories. Here are 18 magical retellings for kids and adults to enjoy.

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The Education Hub. (2020). An Introduction to Curriculum Integration. https://theeducationhub.org.nz/an-introduction-to-curriculum-integration/

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Bringing various subjects together for learning is known by a variety of names such as interdisciplinarity, cross-disciplinarity, cross curricular learning, and curriculum integration, and has a long history reaching back to the American educational philosopher John Dewey (1859-1952). There are reports of interdisciplinary approaches in New Zealand secondary schools as far back as the 1940si and, in primary schools internationally, thematic approaches which bring subjects together were particularly popular in the 1970s and 1980sii. In the 1970s, two prominent and influential English educators Paul Hirst and Basil Bernstein both wrote about curriculum integration, with Bernstein suggesting an integrated approach that involved 'the subordination of previously insulated subjects or courses to some relational idea'iii. It was thought that linking subjects through a relational idea could be more engaging for students and provide a 'real-world' stimulus for learning. Different subjects might offer different interpretations of a particular topic or problem. More recently, the idea of curriculum integration has re-emerged as one of the key themes of twenty-first century learning. In this context, curriculum integration is most often linked with inquiry learning. The logic here is that, in an authentic inquiry context, students need to draw on more than one subject to fully investigate a problem or a topic.
The term curriculum integration (CI) refers to combining two or more subjects when teaching a topic. CI involves integrating the subject concepts, subject content (the facts or substantive knowledge), and subject competencies (or skills) developed in a topic. For example, the topic Polynesian migration to Aotearoa New Zealand could draw on subject concepts such as exploration, migration, navigation, settlement, and place from Geography, significance and whakapapa from History, and narrative and creative writing from English. The subject content is likely to be about specific Polynesian explorers and voyages, and the subject competencies might include map reading from Geography and narrative writing from English. The goal is to provide an opportunity for deep learning - a wider and deeper understanding of the topic as whole and, more importantly, an understanding of the subject concepts within that topic. This understanding of underlying subject concepts enables learners to think abstractly and critically. This can change the way they think about or understand a topic iv.

It is important to note that, for CI to be effective, the subject concepts and content from the different subjects should be complementary so that their integration has the potential to enrich student understanding. If the subjects do not have sufficient conceptual connection under the umbrella topic, the CI can be awkward, artificial, and even detrimental to the learning process. As an example of effective CI, consider a unit on the Otago gold rush of the 1860s. This topic can draw on historical content about New Zealand society at that time, concepts from sociology about class structure and immigration, scientific content from geology, and even the theory of economics.

It is also important to note that CI is different from a thematic approachto curriculum design, quite commonly used in primary schools, where a theme is considered from the perspective of many or all curriculum areas. For example, teachers might be asked to apply the theme of 'our community' to all subjects over a term. However, without developing a conceptual basis to underpin a thematic approach, the learning is likely to lack depth or may even detract from providing an impetus for deep learning where teachers feel pressured to apply it. CI is different from this thematic approach in that it tends to draw on a more limited number of subjects to connect to a theme or inquiry problem. Moreover, well-designed CI draws on the specialised concepts from carefully chosen contributing subjects. For example, for the topic 'our community' the subject concepts are likely to come primarily from social studies, and could include citizenship, government, and cultural diversity. Connections can then be made to other subjects where there are strong links, for example to history in considering how principles of citizenship have been developed over time and provide individuals with civil, political, and social rights. Connections concerning community could also be made with the arts in considering how music, drama, dance, and visual arts create a sense of community through the diverse representation of people, places, and culture. However, specialised concepts need be utilised to deepen the learning. For example, from music the subject concept of style would need to be explored to develops students' competency in being able to identify and describe the characteristics of music from different communities and cultures.

In the most recent promotion of CI it is strongly linked to inquiry learning, where students follow their own interests to investigate a topic or problem. We know that unguided inquiry is not an effective learning approach where students do not have sufficient topic knowledge to know where to start their investigation v and this challenge can be exacerbated where the inquiry demands knowledge of several subjects. Teacher guidance in relation to the concepts and content is therefore just as important, if not more important, than teacher guidance of the inquiry process itself. Without subject concepts, the CI and the inquiry process are 'empty'. For example, students in a 'real world' project vi made eco-bags and eco-treats for an ecotourism conference in their art and technology classes (fabric and food technology). Interviews with the students revealed that, while they found the context for the learning motivating and they gained some insight into being an artist, chef, or designer, there was little connection to the thematic issue driving the project or its underlying subject concepts, and few students appeared to have a strong conceptual grasp of ecotourism and its significance in terms of ideas such as the impact on local and global economies, sustainability, and fair trade vii. This is an example of a big idea, theme, issue, or topic not being sufficiently underpinned by subject concepts to give it meaning beyond an everyday understanding.

Four interrelated arguments are generally used in support of CI:

Traditional subject boundaries are not an accurate reflection of the way the world really is, and therefore are artificial and not conducive to the learning required in the 21st century. Learning through CI is therefore considered by many commentators as more 'authentic' than single subject learning.

CI is more motivating for students, especially when coupled with personalised inquiry learning.

Because CI draws on more than one subject, it will lead to deeper learning.

CI aligns with the current trend of teachers working cooperatively in shared innovative learning spaces with large groups of students working independentlyviii.

Despite these arguments in its favour, CI of itself will not automatically lead to any of these positive outcomes unless it is designed well at the level of subject concepts. If learning is to move beyond everyday understandings, mapping out the subject concepts contained in the topic and making visible the possible connections between subject concepts in the various subjects is the fundamental first step. Where the integration of subjects is done well - at the level of subject concepts - it has the potential to widen and deepen students' learning experiences.

Clear evidence for the positive effects of CI on student learning outcomes is hard to find. There is some evidence that integrated/interdisciplinary programmes result in students performing as well as or better than students taught through separate subjects ix. Going back 90 years, there is evidence from a study carried out in the USA in the 1930s x that indicates CI can help students improve their academic results (a small improvement was noted) and that there are definite rewards for students in creating a more positive learning environment, perhaps related as much to inquiry as CI. Recent research in New Zealand also points more to improvements in students' feelings about learning rather than academic outcomes. For example, in a secondary school context, teachers 'felt that positive relationships gained through the use of integration were potentially a greater benefit than the curriculum integration itself' xi.

Research in cognitive science suggests that there is a likely relationship between knowledge that is conceptually structured (in other words, as a subject with interrelated concepts, ideas, and theories) and the development of human cognition xii. This supports the idea that CI needs to embed subject concepts into its design to retain the essence of the subject's conceptual structure, so that learning goes beyond everyday knowledge to deep learning. Cognitive science tells us that it is the power of subject concepts that develops a student's ability to think abstractly and to learn to generalise - one of the key dimensions of logical thought xiii. These understandings from cognitive science need to be taken over into curriculum design and planning in a CI context.

K ey steps to follow when designing a topic using CI

Create a concept map for the separate subjects in relation to the topic and see if there are areas of overlap or enrichment possible by asking what are the key subject concepts and subject competencies that you want students to learn in the topic? Don't focus on key competencies here but on subject concepts. For example, the topic of Polynesian migration to Aotearoa New Zealand in Social Studies described above could draw on concepts such as exploration, migration, navigation, settlement, location, and place from Geography, significance and whakapapa from History, and narrative and creative writing from English. Each of these key subject concepts will have related 'subordinate' subject concepts such as settlement, which infers maunga, awa, urupa, and marae to establish a sense of place.

Identify any subject competencies associated with the key subject concepts. For example, the Social Studies topic of early Polynesian migration to Aotearoa New Zealand could include map reading from Geography and story-telling from English. Each of these subject competencies will have related 'subordinate' competencies such as interpreting contour lines or the use of imagery in story writing.

Consider the key content through which the students will learn about the subject concepts and develop subject competencies. For example, the Social Studies topic of early Polynesian migration to Aotearoa New Zealand is likely to contain content about specific Polynesian explorers and voyages: who they were, why they travelled, where they travelled, how they travelled and navigated their way across the ocean, and what kinds of communities they established upon arrival.

Consider the order in which the content will be shared with students, how the students will be provided with access to the knowledge identified in points 1 to 3 above, how the key subject concepts relate to each piece of content, and the types of learning activities you will use to explore the subject concepts and content, such as reading, direct instruction, and guided inquiry.

Consider how you will assess the topic to identify how bringing together the subjects has deepened the learning or provided a cognitive advantage. For example, ask students to retell in oral or written form a migration story passed down from Māori ancestors (using English writing concepts and competencies such as narrative structure) that also reveals their understanding of the Social Studies concepts of settlement, place, and identity. Depending on the year level, students might also be asked to explain the connections between migration waka and contemporary iwi and tribal areas. If deep learning has occurred, students will be able to explain the reasons for early Polynesian exploration and migration to Aotearoa New Zealand and why contemporary Māori maintain connections between migration waka, rohe, and iwi groups.

The following principles should be considered when undertaking a curriculum integration approach:

Consider what is it that the students will learn that they would not otherwise learn by bringing two or more subjects together. If you are not clear on this point then don't bring the subjects together. Only bring subjects together where there are clear areas of subject conceptual overlap so links for deep learning can be made.

Only use CI in selected parts of the curriculum and carefully assess its effectiveness.

Plan for CI at the subject concept level once a topic has been chosen. This ensures learning aims go beyond everyday, common-sense knowledge or key competencies to subject concepts and competencies.

Use CI to deepen learning that has already occurred in a single subject setting.

Introduce s ubject concepts in a planned, sequential, and logical way and revisit them in a spiral fashion. Critical thinking emerges when students knowingly use subject concepts to think with.

Ensure that sufficient time and subject expertise are available when planning for CI.

Acknowledgement: Thanks to Dr. Alexis Siteine for the identification of subject concepts and content in the Migration in Aotearoa unit.

Endnotes

McKinnon, D., Nolan, P., Openshaw, R., & Soler, J. (1991). New Zealand curriculum
innovation in historical and political context: The Freyberg integrated studies
project and parallel projects of the 1940s. Journal of Curriculum Studies, 23(2),
155-175.
2 Barnes, J. (2015). Cross-curricular learning 3-14. London: Sage; Hammond, D.
J. (2017). An investigation into the impact of an integrated curriculum on learning
in the primary school (Doctoral thesis). Durham University. Retrieved from http://
etheses.dur.ac.uk/12025/
3 Bernstein, B. (1971). Class, codes and control: Studies towards a sociology of
language (Vol.1). London: Routledge, p.209.
4 McPhail, G. (2020). 21st Century Learning and the case for more knowledge
about knowledge. The New Zealand Journal of Educational Studies https://doi.
org/10.1007/s40841-020-00172-2
5 De Bruychere, P., Kirschner, P., & Hulshof, C. (2015). Urban myths about
learning and education. Elsevier; Kirschner, P., Sweller, J. & Clark, R. (2006). Why
minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching,
Educational Psychologist, 41(2), 75-86.
6 Bolstad, R. (2011). Taking a "future focus" in education-What does it mean?
Wellington: NZCER.
7 Bolstad (2011, p. 16).
8 McPhail, G. (2019). Curriculum integration in flexible learning environments,
challenges for teachers, and teacher education. In M. Peters (Ed.), Encyclopaedia
of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-
1179-6_369-1
9 Vars, G. (1991). Integrating curriculum in historical perspective. Educational
Leadership, 49(2), 14-15.
10 Drake, S. (1998). Creating integrated curriculum: Proven ways to increase
student learning. Thousand Oaks, CA: Corwin Press.
11 Arrowsmith, S., & Wood, B. (2015). Curriculum integration in New Zealand
secondary schools. SET: Research Information for Teachers , 1, 58-66.
12 Geary, D., & Berch, D. (2016). Evolution and children's cognitive and academic
development. In D. C. Geary & D. B. Berch (Eds.), Evolutionary perspectives on child
development and education, evolutionary psychology (pp. 217-249). Switzerland:
Springer International Publishing.
13 Erickson, H. L., & Lanning, L. A. (2014). Transitioning to concept-based
curriculum and instruction: How to bring content and process together. Thousand
Oaks: Corwin Sage; Vygotsky, L. (1986). Thought and language. Cambridge, MA,
The MIT Press. (original work published 1934).

By Dr Graham McPhail

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An introduction to curriculum integration

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Bringing various subjects together for learning is known by a variety of names such as interdisciplinarity, cross-disciplinarity, cross curricular learning, and curriculum integration, and has a long history reaching back to the American educational philosopher John Dewey (1859-1952).