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Figure 6. Artfully Integration to Highlight the Glamour of Poetry Teaching (Futian Education, 2017)

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Figure 5. Alternative Learning (WNCIAG, 2017).

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Figure 4. How Technology has enhanced the teaching and learning (Kousar, 2016).

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Figure 3. Technology in the classroom (Roland, 2016).

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Figure 2. Integrative Learning (Disqus, 2017).

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The integrated curriculum is a pedagogy that explores cross-curriculum subjects and disciplines (Fogarty, 1991). This means they are integrated and presented in the same lesson. This approach, children learn content and context, as they not only learn the theory, but the framework of this theory and how to apply it to various situations (Hudson, 2012).

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Research shows that students who participate in integrated programs are more engaged in learning and are less prone to attendance and behavioural problems than students who participate in subject taught education (Drake & Reid, 2010).

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Integrated Curriculum in the 21st century

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Integrated Curriculum in the 21st century

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Integrated Curriculum assists children in learning as it is easy to understand, reduces timetable pressure, and organises and processes information (Gordon, 2014).
The 21st Century has welcomed a diverse and flexible teaching strategy to suit all children and their needs, the integrated curriculum lessens time covering content in the curriculum and focuses on presenting lessons that interest children creating involved learners (Gilbert & Hoepper, 2014).

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Assessment and reporting of a child's developments and achievements in comparison to the overall standard is able to be used in integrated studies when focusing on multiple curriculum areas and provide suffice evidence of a child's knowledge, understanding and skills
(Naylor, 2014).

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How does integrated learning impact students?

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How does integrated learning impact students?

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Integrated learning cross-correlates information inside and outside the classroom. The integrated curriculum is formatted and delivered to assist with developmental skills, for example, children learning about sustainable living builds skills and knowledge on how to successfully contribute outside of their classroom in their home, communities and societies, ecologically to create a more sustained environment.

The 21st century has adapted to modern teaching, therefore, values and understandings have evolved to suit children, their interests and hobbies to create a more diverse and enjoyable way of learning creating a meaningful and connected context (Murdoch & Hornsby, 1997). This is seen as a transdisciplinary type of integration.

Providing students with cognitive tools, skills that can be integrated into different subjects and learning and an ethical framework, children will gain a deeper understanding of their learning, outcomes, actions and impacts (Hudson, 2012).

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Figure 1. Sustainable Urban Adventure (Berry, 2012).

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I would like to know how to effectively implement this approach and also cater to all the different learning styles and abilities in the class at the same time (Fisher, 2017).

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Integrated studies is supported by the integrated curriculum that is implemented across schools. It connects different areas of studies together. Through this interconnected concept, it allows engagement in relevant activities they can connect to inside and outside the classroom.

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Integrated studies in the primary classroom develops children to become involved, competent, capable and resourceful citizens in their community (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2017).

Integrated studies interconnects students interests, hobbies, prior knowledge and learning. By doing this, it creates a diverse learning space where students can explore and experiment with their learning (Fogarty, 1991). This allows them to process their own learning and learn in a variety of ways creating a more complex and interesting classroom.

Through integrated studies, students will develop new attitudes towards learning, co-operate and interact with people and objects, develop an identity and confidence through discovery (Fogarty, 1991).

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Integration can occur in three ways, this includes:
1. Intradisciplinary: Within the subject area

2. Multidisciplinary/
Interdisciplinary:  Between subject areas

3. Transdisciplinary:
Beyond subject areas