# data[].attributes.headline
An integrated curriculum program engages students to make connections within and across the learning areas. The program enhances students’ ability to reflect more closely between all aspects of life in the real world. Challenging students to develop their thinking skills, caters to various learning styles, manages the crowded curriculum, meets outcomes in context, makes sense to schools as activities have stronger links to each other. Provides students with more control over their learning, encourages staff to plan and work in collaboration. The program is structured to a meaningful context for the teaching and assessment across the learning areas, while enabling students to transfer their knowledge, skills and values across content and experiences from real life. Students are provided with a set of skills to process and respond to experiences in various ways, whilst linking activities more explicitly and enriching the students understanding, enjoyment and reflection through teaching and learning (Murdoch, 1998).  

# data[].attributes.subject
An integrated curriculum program engages students to make connections within and across the learning areas. The program enhances students’ ability to reflect more closely between all aspects of life in the real world. Challenging students to develop their thinking skills, caters to various learning styles, manages the crowded curriculum, meets outcomes in context, makes sense to schools as activities have stronger links to each other. Provides students with more control over their learning, encourages staff to plan and work in collaboration. The program is structured to a meaningful context for the teaching and assessment across the learning areas, while enabling students to transfer their knowledge, skills and values across content and experiences from real life. Students are provided with a set of skills to process and respond to experiences in various ways, whilst linking activities more explicitly and enriching the students understanding, enjoyment and reflection through teaching and learning (Murdoch, 1998).  

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Integrated programs use different models of the curriculum, the connected model for lower primary school allows teachers to make explicit connections to a topic within the subject area. Connecting one topic, one skill, one concept to the next. This model's key elements are to make a deliberate connection to make anm effort to relate to ideas within the discipline (Fogarty, 1991). 

# data[].attributes.subject
Integrated programs use different models of the curriculum, the connected model for lower primary school allows teachers to make explicit connections to a topic within the subject area. Connecting one topic, one skill, one concept to the next. This model's key elements are to make a deliberate connection to make anm effort to relate to ideas within the discipline (Fogarty, 1991). 

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Integrated programs allow flexibility and support a holistic approach to learning. Benefits of an integrated curriculum for students is it makes more sense, knowledge is delivered in a fragmented manner. Scheduling is less rigid, providing teachers with a more efficient delivery of course content. Students are provided with a richer, real world learning focusing on big idea (Gordon, 2014). 

# data[].attributes.subject
Integrated programs allow flexibility and support a holistic approach to learning. Benefits of an integrated curriculum for students is it makes more sense, knowledge is delivered in a fragmented manner. Scheduling is less rigid, providing teachers with a more efficient delivery of course content. Students are provided with a richer, real world learning focusing on big idea (Gordon, 2014). 

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Teachers planning an integrated unit

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Integrated Planning Programs

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Beane's Approach to curriculum integration:                                    Beane (1997) developed a model of curriculum integration which allows educators to devise a curriculum theme to incorporate personal issues and world concerns in an appropriate structured curriculum. Beane’s model embraces a respectful and meaningful negotiations to occur in the classroom. Student knowledge is an integral aspect of learning; therefore, it is important for students to have personal, social, explanatory and technical knowledge. This knowledge enhances students’ ability to integrate meaning of information and transfer to real life examples (Gilbert & Hoepper, 2014).   

# data[].attributes.subject
Beane's Approach to curriculum integration:                                    Beane (1997) developed a model of curriculum integration which allows educators to devise a curriculum theme to incorporate personal issues and world concerns in an appropriate structured curriculum. Beane’s model embraces a respectful and meaningful negotiations to occur in the classroom. Student knowledge is an integral aspect of learning; therefore, it is important for students to have personal, social, explanatory and technical knowledge. This knowledge enhances students’ ability to integrate meaning of information and transfer to real life examples (Gilbert & Hoepper, 2014).   

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Students working through an integrated program investigating plants

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Planning an integrated unit, the teachers need to ensure that significant topics are selected that provide the students with a range of topics that develop understanding. A leaning framework to support the sequenced learning, across the key learning areas within the curriculum. Along with a range of strategies for students to make connections and develop skills and values to understand the topic (Murdoch, 1998).   

# data[].attributes.subject
Planning an integrated unit, the teachers need to ensure that significant topics are selected that provide the students with a range of topics that develop understanding. A leaning framework to support the sequenced learning, across the key learning areas within the curriculum. Along with a range of strategies for students to make connections and develop skills and values to understand the topic (Murdoch, 1998).   

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Students working collaboratively during a session

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 Planning for an inquiry as a framework for developing understanding about the world has strong pedagogy, having strong and powerful tools in the twenty first century classroom. Enables students to achieve effective learning. Outcomes are based on curriculum  documents as they continue to advocate for inquiry being an effective learning tool in the areas of science, health and social and environmental education. In planning integrated units, activities and experiences are developed to challenge students. Effective learning occurs through a sequence of events, phases and strategies; learning is more effective when students tune in, make connections, take action and investigate further into the subject (Murdoch, 1998). 

# data[].attributes.subject
 Planning for an inquiry as a framework for developing understanding about the world has strong pedagogy, having strong and powerful tools in the twenty first century classroom. Enables students to achieve effective learning. Outcomes are based on curriculum  documents as they continue to advocate for inquiry being an effective learning tool in the areas of science, health and social and environmental education. In planning integrated units, activities and experiences are developed to challenge students. Effective learning occurs through a sequence of events, phases and strategies; learning is more effective when students tune in, make connections, take action and investigate further into the subject (Murdoch, 1998). 

# data[].attributes.body
Students finding effective strategies to solve problems