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As defined by Gilbert and Hoepper (2014), curriculum integration is the approach to learning and teaching of what connects skills, knowledge and understandings from across or withing subject areas, but in meaningful ways.

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Fogarty (1991) explains that the immersed model has the microscopic view of the curriculum. Fogarty (1991) adds to this, saying that all content is filtered through expertise and interest in an intensely personal way.

Throughout the immersed model, "Integration takes place within learners, with little or no intervention" (Fogarty, 1991, p. 64).

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Seeking connectedness, pattern and meaning.

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Seeking connectedness, pattern and meaning.

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(image 2)

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Engaging children in areas in need of improvement?

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Engaging children in areas in need of improvement?

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In order to engage children, the learning needs to be meaningful and relatable.

Caine and Caine (1990) explain that connectedness, pattern and meaning is what the brain seeks, it is much more successful to move from memorisation to meaning-centred learning. They add that there is a 'natural capacity for integration' and it should be utilised throughout the classroom (as cited in Murdoch, 1998, p. 5).

Without meaning, children will not focus or retain important knowledge and information in areas they need to improve in.
The picture below shows a visual representation of life without and life with meaningful learning.
(Image 1)

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Fogarty's (1991) 10 models of curriculum integration:

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Fogarty's (1991) 10 models of curriculum integration:

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Fogarty (1991) lists 10 models that enable integration in the curriculum, they include;

• Fragmented
• Connected
• Nested
• Sequenced
• Shared
• Webbed
• Threaded
• Integrated
• Immersed
• Networked

Each of Fogarty's (1991) models incorporate a different way to integrate. However, when discussing children's strengths, interests and improvement areas, the immersed model , of which resides in the third section, within and across learners.

See diagram 2 for visual representation.

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To understand how, we need to know why integration is so important.
Gilbert and Hoepper (2014) explain that many writers have discussed that curriculum integration;

• Assists children in making more sense of subjects because knowledge is not perceived in a fragmented manner.

• The pressure from rigid timetables is reduced.

• There are more means to gather, organise and process information for both students and teachers.

• Big ideas are focused on because rich and genuine real world contexts are learned.

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How to use children's strengths alongside integrated studies?

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How to use children's strengths alongside integrated studies?

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The Department of Education and Early Childhood Development (2012) explain that when a child is supported within their zone of proximal and potential development(ZPD), the way they are interacting is consistent with 'sustained share thinking'.

They continue saying that this learning and teaching approach is a form of integration, of which is when individuals work together intellectually in order to evaluate activities, solve problems, clarify concepts or extend narratives.
This diagram assists in the understanding of the ZPD.
(Diagram 1)

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zone of proximal development image for poster

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Fogarty (1991) describes a six year old, who constantly writes about creepy-crawlies, their artwork then revolves around the symmetrical design of butterflies and lady beetles, they even sing about them, this is their interest and it is consuming them.

Fogarty (1991) then simply states that there always connections being made to their favourite subjects as an immersed learner.