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9. Blooms taxonomy cake style graphic (Shabatura, 2018)

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9. Blooms taxonomy cake style graphic (Shabatura, 2018)

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When examining the cognitive domain of Bloom's taxonomy (Cullinane, 2009) it can be seen that children at lower levels need to work on understanding and remembering. An advanced students can look at analysing and evaluating. This means If students are working on a project for example, about elephants, students that need support can describe, discuss and explain facts that they have understood and work at applying this in new situations. More advanced students can analyse and evaluate the information they have received and work towards producing original work. All of this learning at various levels can take place within the same classroom while working on the same problem.

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7. Integrated curriculum and problem-based learning.

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7. Integrated curriculum and problem-based learning.

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All students are different have different learning needs and some are more capable at different levels than others. An example of integrated studies in practice is using a Problem Based Learning strategy. This can be modified to suit all ability levels. Etherington (2011) states that in Problem Based Learning (PBL) multiple disciplines are used to work towards an end goal. This strategy can support all levels of learning.

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In an integrated curriculum, the opportunity exists to use a student’s strengths in music or their love of the outdoors to address other areas of the curriculum where they may not be as strong. This, in turn, allows teachers to avoid a deficit model of education and instead focus on what a child can do and celebrate success. Mendler (2000) suggests that success is a great motivational tool and leads to even greater motivation.

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5. Gardner’s theory of multiple intelligence (Kleintop, 2014)

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5. Gardner’s theory of multiple intelligence (Kleintop, 2014)

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4. The Shared Model of Integration. (Fogarty, 1991)

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4. The Shared Model of Integration. (Fogarty, 1991)

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The “shared integration model” (Fogarty, 1991. P.62) allows teachers to come together and collaboratively integrate curriculum subjects.Teachers using this model will be able to compare their practice to ensure they are working at a high level and whilst doing so will also meet the Australian Institute for Teaching and School Leadership [AITSL] (2017) professional standard 6.3 “engage with colleagues to improve practice”. This allows teachers to take advantage of each other’s strengths and ideas to improve their own practice and support and extend students when challenging situations arise.

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Gordon (In Gilbert & Hoepper, 2014) explains that an integrated curriculum promotes teaching and learning in a way that connects knowledge and skills across subject areas in meaningful ways. By integrating the curriculum information is presented in a holistic way that may make more sense to children, particularly those that have difficulty absorbing information in a compartmentalised way. Jensen describes this idea by stating “Fragmented, piecemeal presenting can forever kill the joy and love of learning” (Jensen, 2018. p.213). Lombardi (2007) states that an integrated curriculum provides genuine learning in a real-world context. This is important,for as Ausubel (1960) states, when learning has a real purpose it becomes most effective and this would result in increased motivation for students of all abilities.

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1. Interdisciplinary (De Vries, C. n.d.) 

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1. Interdisciplinary (De Vries, C. n.d.) 