# data[].attributes.body
At whole school level, the integrated curriculum and inquiry overview needs to address the learning areas to be integrated for each term, the links to Australian Curriculum and the general capabilities, and the models of integration to be implemented. The consistency across all grades need to be considered as well.

# data[].attributes.body
How do integrated studies connect different subjects to better the students to gain the skills need to succeed.
- Carmel Vickers

# data[].attributes.headline
Integrated study needs to engage students and it can engage students through:

# data[].attributes.subject
Integrated study needs to engage students and it can engage students through:

# data[].attributes.body
reflecting various aspects of life in the real world.

enabling students to see 'the big picture'.

catering to the various learning styles and preferences held by students.

making more 'sense' to the school day with meaningful contexts.

providing students with a greater degree of control over their learning.

linking purposes with activities more explicitly

(Murdoch, 1998)

# data[].attributes.headline
Theories have influenced the integrated studies.

# data[].attributes.subject
Theories have influenced the integrated studies.

# data[].attributes.body
The perspective of the developmentalist sees child development as the key. The child rather than the subject provides the rationale for the school curriculum and the teaching approaches. Pedagogies are also child-focused (Brady, 2014).
Sociocultural theory views that Children learn through social and cultural interactions. They allowed children to make sense of the world, shaping ideas and beliefs, understand themselves and express thoughts (Kearns, 2010).

# data[].attributes.body
The emphasis in the
inquiry approach moves from the view that knowledge is something that is
'taught' to knowledge as learned. The inquiry approach encourages students,
through active investigation, to unify, rather than separate knowledge as they
move from the acquisition of facts to the development of broader concepts
and generalisations.
(Murdoch, 1998)

# data[].attributes.body
The models of integration have been classified in intradisciplinary, interdisciplinary and transdisciplinary.

# data[].attributes.body
The integration can occur in three different layers:

System-wide approaches.

School-wide approaches.

Classroom based approaches

# data[].attributes.headline
The Australian Curriculum includes seven general capabilities (ACARA, 2017).

# data[].attributes.subject
The Australian Curriculum includes seven general capabilities (ACARA, 2017).

# data[].attributes.body
The general capabilities in Australian Curriculum are meant to be integrated across traditional school subjects and
the broader learning areas. Thus Australian Curriculum's contribution is to retain
traditional academic school subjects and use them as the mechanisms for integration. (Brady, 2014)

# data[].attributes.headline
The School policy and the inquiry overview

# data[].attributes.subject
The School policy and the inquiry overview

# data[].attributes.body
At the school level, an integrated learning and teaching policy need to be in place in order to provide the rationale and belief, define the models of integration and the inclusive plan.
(St Joseph's Primary School Collingwood, n.d.)

# data[].attributes.body
There are four principles of the integrated and inquiry approaches:

the importance of encouraging students to think about the topic, concept or content.

a structure for student articulations of queries about the specific topic

opportunities for students to share their work and the outcomes of their research

the work undertaken within these inquiries is valuable

Various inquiry approaches:

(Bateman, 2014)

# data[].attributes.body
Cognitivism emphasises the importance of maturation and the provision of a stimulating environment for children to explore. It sees children are active learners (Gillen, 2004).
Constructivism says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences (NSW Department of Education and Training, 2006).