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According to Katherine Gordon (2014), curriculum integration can be described as “an approach to teaching and learning that connects knowledge, understandings and skills from within or across subject areas in meaningful ways” (p. ?). The aim of integration is to connect learning in the classroom to real world experiences, and to involve students actively in their learning. Integration is often considered through an inquiry approach, as this “empowers and challenges students to lead their own learning” (Gordon, 2014, p. ?) with assistance and guidance from an educator.

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"There are many benefits of integrated learning. According to Gordon (2014), some of these include:

-          A less crowded curriculum

-          Contextualised learning

-          Making learning appropriate to various learning styles

-          Making connections easier between subjects and in real world contexts

-          Providing students with a sense of ownership over their learning

-          Enhancing students’ skills across subjects and in real world contexts, and

-          Providing opportunities for students to develop and practice their thinking skills in different contexts. (p. ?)

Similarly, many writers, including Barton and Smith (2000), Hamston and Murdoch (1996), Leopp (1999) and Ward (1996) believe that an integrated curriculum:

-          Makes learning easier to understand for children who don’t learn in a “fragmented or compartmentalised manner”;

-          Allows more flexibility in terms of time dedicated to each subject;

-          Encourages students and teachers to develop more efficient means of teaching and learning, and

-          Contextualises learning and assists in developing big ideas (as cited in Gordon, 2014, p. ?)

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There are many theories of curriculum integration. We will discuss Intel's Framing Questioning Structure, and the use of themes as a method of integration. However, there are many other models that would be worth investigating, particularly to find a method that best suits you and your class.

Integration (Integration, 2014)

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A popular method of integrating subjects, particularly in primary schools, has been themes. According to Gordon (2014), themes were “seen as a way to make teaching and learning more cohesive” (p. 325) as subjects were made to relate to this common theme. However, thematic units often failed to provide the depth of understanding required, as themes were designed to incorporate as many subjects as possible. They were “often shallow and the links between subject areas were tenuous” (Hamston and Murdoch, 1996; Jacobs, 1989; Ward, 1996; as cited in Gordon, 2014, p. 325).

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Student Success (Intel Corporation, n.d.)

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Intel's Curriculum - Framing Questioning Structure

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Intel's Curriculum - Framing Questioning Structure

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Intel’s Framing Question Structure can be considered in 3 distinct categories:

-          The essential question: This is an open-ended question designed to promote thinking and discussion which poses the purpose of a learning unit.

-          Unit questions: Similar to the essential question, unit questions are more direct open-ended questions designed to guide the learning unit.

-          Content questions: These questions often have a right or wrong answer as they are designed to gather information and facts relating to the essential question. They provide the information required to answer the unit questions as well as the essential question.

This model considers open-ended questions as a means to develop critical thinking skills and contextualise learning.

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Curriculum-Framing Questions - Unit Design 1. (2018). Retrieved from https://sites.google.com/a/emints.org/unit-design-1-tb/home/unit-foundation/curriculum-framing-questions

Drake, S., & Burns, R. (2004). Figure 1.1. The Multidisciplinary Approach [Image]. Retrieved from http://Figure 1.1. The Multidisciplinary Approach

Integration. (2014). [Image]. Retrieved from https://pixabay.com/en/integration-imigration-match-1364673/

Intel Corporation. (n.d.). Student Success [Image]. Retrieved from https://www.intel.com/content/www/us/en/education/education-transformation.html

Intel Corporation. (n.d.). Unit plan index. Retrieved from https://www.intel.com/content/www/us/en/education/intel-education.html

Gordon, K. (2014). Integrating the curriculum. In Gilbert, R. & Hoepper, B. (2014). Teaching humanities and social sciences: History, geography, economics and citizenship in the Australian curriculum (5th edn). South Melbourne, VIC: Cengage.

闽ICP备12022453号-9. (2011). Question Mark Wallpaper and Background [Image]. Retrieved from http://www.desktx.net/download/580-0-1024x768.html

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Question Mark Wallpaper and Background (闽ICP备12022453号-9, 2011)

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Figure 1.1. The Multidisciplinary Approach (Drake & Burns, 2004)