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The webbed model looks at the curriculum through a ‘telescope’ encapsulating an entire collection of subjects all at once (Fogarty, 1991, p. 63). In the webbed model, a theme (or a topic, problem, issue, or concept) is selected as a teaching core that becomes the focus and the organising framework which directs the development and application of interrelated and interconnected activities or lessons within the subjects (Liu & Wang, 2010). For example, teachers may select recycling as the theme that is then webbed to the other subject areas by considering the theme through the lens of each subject (Fraser, Aitken & Whyte, 2013). The subjects themselves remain unaltered with the content unchanged however the teachers make the effort of addressing the theme in their classroom as they work together with students on the content that will be learned (Kysilka, 1998).

The webbed model is highly effective and motivational as it approaches curricular integration because of the selection of a popular theme (Fraser, Aitken & Whyte, 2013). It provides a visible and engaging connection of different ideas and activities for students to easily see (Fogarty & Pete, 2009). The webbed model also encourages teamwork and team planning as teams from different departments work together to merge a theme into the content areas (Fogarty & Pete, 2009).

The major drawback of the webbed model lies with the difficulty posed in the selection of a theme (Kilbane & Milman, 2014). Teachers may tend to select superficial themes that may, on the face of it, appear useful in curriculum planning, however these themes have a tendency to result in an artificial curriculum (Fogerty & Pete, 2009). Moreover, teachers can end up directing most of their focus on activities instead of focusing on concept development, which can result in content being irrelevant.

The following diagram shows how the theme is webbed to various disciplines.

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The shared model looks at the curriculum through ‘binoculars’ by bringing two distinct subjects together and merging them into a ‘single focused image’ (Fogarty, 1991, p. 62). In the shared model of curriculum integration, cross-subject teachers collaborate to plan a unit with the aim of merging their individual knowledge of a given subject to create a comprehensive and authentic learning experience (Brady, 2014). Here, teachers discuss what they teach in the selected units of study and in their discussions, they look for overlaps or connections in subject matter and content that emerge as organising elements (Fogarty & Pete, 2009). For example, mathematics and science teachers can use data collection, graphing, and charting as shared concepts (Fogarty & Pete, 2009).

The shared model is easy to use and by combining similar subjects together, the resultant overlap assists in the learning of concepts (Drake & Burns, 2004). Because only two teachers are required as opposed to a four-teacher team, it is easier to schedule a planning period making it less difficult to collaborate.

The shared approach is not without its drawbacks. A main barrier is that planning to develop the units is time consuming. It requires the teachers to be both flexible and compromising, and requires a significant level of teamwork and trust (Kilbane & Milman, 2014). Furthermore, teachers might not understand the content of the other discipline which can result in addition time in the planning. This is because finding a significant overlap requires an in-depth dialogue and collaboration (Fogarty & Pete, 2009).

The following Venn diagram illustrates the similarities between Science and Mathematics

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There are various methods that teachers can use to integrate the curriculum. The following diagram presents Robin Fogarty’s continuum of curriculum integration (Gordon, 2014).

This poster will focus on the 'across several disciplines’ component to address the presented question.

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Integrated studies or curriculum can be defined as an approach that draws together knowledge, skills, understandings and values from within or across subject areas to develop a more powerful understanding of key ideas (Gordon, 2014).

Curriculum integration occurs when sections of the curriculum are connected and linked in meaningful ways by both the students and teachers (Drake & Burns, 2004).

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"I would like to learn more about teaching strategies that are most beneficial in incorporating content across different learning areas".                                             *Carmela Gunn *