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How to ensure a successful Integrated Unit

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How to ensure a successful Integrated Unit

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For an integrated curriculum to be successful teachers need to ensure that when planning they allow students the opportunity to explore, seek, organise and present their findings. These opportunities gives students the chance to see the links and connections between their learning, and the real world (Kananook P.S, n.d.). These skills and knowledge are invaluable in the 21st century world.

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This approach to planning an integrated unit aligns with the Fogarty’s ‘Webbed Model’. The webbed model captures a collection of the disciplines from within the curriculum.  Webbed curriculum is usually related to a theme, were different subjects are intertwined to reach the learning goals, objectives and required outcomes of the Australian Curriculum (Fogarty, 1991).

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Teachers either work in teams or independently to identify and list learning goals, objectives and required outcomes to meet particular learning areas and cross capabilities of the Australian Curriculum  (Jacobs, n.d.).

The content and structure should offer significant learning experiences across a variety of learning areas which will assist the students’ development and understanding of the world they live in (Kananook P.S, n.d.).

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Generative themes are a focal point of the integrated unit.

The theme can be established by crossing disciplines and addressing a range of disciplinary perspectives.  Also by linking them to students’ interests, community issues and topics which lend themselves to students being able to investigate and create projects.

Create a list of essential questions, this means to identify a range of four to six “big questions” that relate, stimulate, engage student interests.

These questions will address the core learning goals whilst maintaining the connection to the generative theme (Jacobs, n.d.).

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The essential questions are reviewed and from these goals and objectives are listed as possible integrated unit outcomes.  These outcomes can be developed by using the following questions as guidelines, these questions should be posed as to what you want the students to have obtained by the end of the unit.

What understanding do you want the students to have on the topic?

What skills do you want the students to achieve or have developed?

What interdisciplinary connections have been made?

What resources will students use or need to be able to access?

What role will community members’ have played and how have students made connections to their community?

How will the students be able to demonstrate their learning? (Jacobs, n.d.).

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Review your theme, learning outcomes and essential questions.

Brain storm ideas for activities, projects that address, relate and stimulate learning in relation to the essential questions and learning outcomes from a variety of learning areas.

Brainstorm how connections with community services, businesses and families’ can further develop and enhance students learning.

Remember to also have some flexibility to allow for student input, which can generate and enhance student learning and engagement.

Decide on a time frame for the completion of the unit (Jacobs, n.d.).

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Step 5: Evaluation and assessment of students work

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Step 5: Evaluation and assessment of students work

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Teachers can use anecdotal records and checklist to record and monitor students’ progress.

Students can collect work samples and create a portfolio (Kananook P.S, n.d.).

Rubrics are a great tool for both students and teachers as they set clear expectations and guidelines for students to be able to complete the unit of work, and give teachers a grading criteria (UEN UTAH Education Newtork, n.d.).

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Once the unit is complete, it is good practice to reflect back over the unit and to take notes of the successes and any areas that may need to be adjusted/ modified for future reference (Jacobs, n.d.)