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Figure 1 (Learning for a Sustainable Future, n.d.)

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Figure 4 (Walker, n.d.)

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How can I maintain the integrity of a learning area?

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How can I maintain the integrity of a learning area?

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Figure 3 (Asch, 2012)

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How do I avoid confusing students when implementing integrated studies?

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How do I avoid confusing students when implementing integrated studies?

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How do I successfully and correctly use this method of teaching?

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How do I successfully and correctly use this method of teaching?

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Forced connections between various learning areas present a shallow and disingenuous version of disciplines (Murdoch, 2014). This can occur when integrated studies is adopted by teachers for the sake of implementing the practice or they do not have the required specialist knowledge of what is being taught. To maintain the integrity of learning areas, partnerships between other teachers, professional learning networks or communities can be formed to enable the basis for learning (Bolstad et al., 2012). This ensures specialised knowledge is utilised and deep expressions of practice is engaged upon. As such, process and content goals are unified, thus learning areas are not competing against one other; rather, skills being taught in relation to a particular learning area can be utilised in tandem with other learning areas (Ackerman & Perkins, 1989). 

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Forced connections between various learning areas present a shallow and disingenuous version of disciplines (Murdoch, 2014). This can occur when integrated studies is adopted by teachers for the sake of implementing the practice or they do not have the required specialist knowledge of what is being taught. To maintain the integrity of learning areas, partnerships between other teachers, professional learning networks or communities can be formed to enable the basis for learning (Bolstad et al., 2012). This ensures specialised knowledge is utilised and deep expressions of practice is engaged upon. As such, process and content goals are unified, thus learning areas are not competing against one other; rather, skills being taught in relation to a particular learning area can be utilised in tandem with other learning areas (Ackerman & Perkins, 1989). 

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It is important to note, that real-life experiences do not always neatly categorise into organised curriculum such as the aforementioned example of science, social and environmental studies (Murdoch, 1998). Organising learning areas into themes or issues however, enable students to explore topics that require knowledge from a range of learning areas. For instance, rather than having a sole focus on History, students can engage with a topic or issue that requires knowledge from a range of disciplines (Brady, 2014). History, can instead be combined with Mathematics by investigating computation techniques from ancient Egypt and compare them to modern Mathematics. Coordinating perspectives and approaches in such a way ensure students have a coherent and rewarding learning experience that does not become disorderly and confusing for students (Golding, 2009). In turn, they are able to learn from a coherent learning experiences and understand why they are being taught various skills; thus, better make sense of the curriculum content (Ackerman & Perkins, 1989 in Nystrom Education, 2014). Furthermore, what is being taught needs to be purposefully connected to the learning content and in line with what students know and can do in specific curricular areas (Nayler, 2014).

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It is important to note, that real-life experiences do not always neatly categorise into organised curriculum such as the aforementioned example of science, social and environmental studies (Murdoch, 1998). Organising learning areas into themes or issues however, enable students to explore topics that require knowledge from a range of learning areas. For instance, rather than having a sole focus on History, students can engage with a topic or issue that requires knowledge from a range of disciplines (Brady, 2014). History, can instead be combined with Mathematics by investigating computation techniques from ancient Egypt and compare them to modern Mathematics. Coordinating perspectives and approaches in such a way ensure students have a coherent and rewarding learning experience that does not become disorderly and confusing for students (Golding, 2009). In turn, they are able to learn from a coherent learning experiences and understand why they are being taught various skills; thus, better make sense of the curriculum content (Ackerman & Perkins, 1989 in Nystrom Education, 2014). Furthermore, what is being taught needs to be purposefully connected to the learning content and in line with what students know and can do in specific curricular areas (Nayler, 2014).

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Implementing integrated studies successfully requires effective planning that intertwines the relationship between the learning areas concerned (Murdoch, 1998). This is a key starting point for integrated studies, in which consideration between the links of different learning areas should take place. For example, science, social and environmental education when integrated together enable rich concepts that drive effective learning; as such, real-life experiences can be gained to make sense of their world. In the instance of these learning areas being integrated, students can investigate issues such as environmental destruction. Planning what is to be taught should focus on students and their social needs that will fulfil their interest and growing intelligence; these subjects might include law and order, international relations, the production and distribution of wealth, and democracy (Brady, 2014). In turn, inquiry as a framework for planning is adopted which forms as a powerful basis in the classroom (Murdoch, 1998). While planning is a critical element of integrated learning, the way learning goals are taught is equally important (Nystrom Education, 2014). Appropriate strategies such as concept mapping, should be employed to aid learning make connection and develop comprehension, skills and values (Murdoch, 1998).

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Implementing integrated studies successfully requires effective planning that intertwines the relationship between the learning areas concerned (Murdoch, 1998). This is a key starting point for integrated studies, in which consideration between the links of different learning areas should take place. For example, science, social and environmental education when integrated together enable rich concepts that drive effective learning; as such, real-life experiences can be gained to make sense of their world. In the instance of these learning areas being integrated, students can investigate issues such as environmental destruction. Planning what is to be taught should focus on students and their social needs that will fulfil their interest and growing intelligence; these subjects might include law and order, international relations, the production and distribution of wealth, and democracy (Brady, 2014). In turn, inquiry as a framework for planning is adopted which forms as a powerful basis in the classroom (Murdoch, 1998). While planning is a critical element of integrated learning, the way learning goals are taught is equally important (Nystrom Education, 2014). Appropriate strategies such as concept mapping, should be employed to aid learning make connection and develop comprehension, skills and values (Murdoch, 1998).

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Figure 2 (Brady, 2014)