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Diagram: How to integrate the curriculum

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Diagram: How to integrate the curriculum

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Click image to enlarge.

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Image Reference: Fogarty, R. (1991) The Mindful School: How to Integrate the Curricula, Palatine, Ill: Skylight Publishing Inc.

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Image Reference: Fogarty, R. (1991) The Mindful School: How to Integrate the Curricula, Palatine, Ill: Skylight Publishing Inc.

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The traditional model of separate and distinct disciplines (Fogarty, 1991).

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The traditional model of separate and distinct disciplines (Fogarty, 1991).

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Overlapping concepts and ideas emerge as organised elements from different disciplines.
i.e. two teachers share planning and teaching to team-teach skills that interrelate to two subjects (Fogarty, 1991). This is an example of more system-wide integration.

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A metacurricular approach which threads multiple skills and learning through various disciplines (i.e. the cross-curriculum priorities and general capabilities) (see. Fogarty, 1991).

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Disciplines become part of a lens of expertise which other information can be filtered through (Fogarty, 1991).

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Course content within a subject area is connected topic to topic and relates ideas (Fogarty, 1991).

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Topics and units are specifically rearranged to coincide with one another (Fogarty, 1991).

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A theme (i.e. war) is webbed to curriculum contents, sometimes for more depth in the theme approach.

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Integrating general capabilities and cross-curriculum priorities into core subjects

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Integrating general capabilities and cross-curriculum priorities into core subjects

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An interdisciplinary and highly differentiated approach that encourages students to take ownership of their learning, interpret meaning and apply knowledge to effectively present a solution to a problem (Bender, 2012, p. 23). The integration of assorted subject areas and skills in PBL enables students to see the connectedness of ideas within the various curriculum areas (Bender, 2012, p. 23). This can facilitate the development of problem-solving, collaborative and cognitive skills that are necessary for life-long learning.

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Constructivist, student-centred learning which enables students to actively construct new knowledge by building on prior knowledge and experience (Kulthau, Maniotes & Caspari, 2007, p. 98). Through hands-on and meaningful experiences, students foster curiosity and are challenged to inquire through observation, questioning and analysing (Barell, 2008). This facilitates the development of problem solving, reflection and critical thinking skills (Murdoch, 1998).

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Linking subjects and competencies to a real-world context can facilitate authentic learning. Real-world contexts can enable students to better understand the relevancy of the lessons which led to greater understanding and improved knowledge retention overall (Chrestensen, 2007).

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An example of integrating general capabilities and cross-curriculum priorities into core subjects

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An example of integrating general capabilities and cross-curriculum priorities into core subjects

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Timelines used in history classes can also incorporate numeracy skills. Content regarding Indigenous culture, Asian engagement and sustainability can also be frequently integrated throughout the term.

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A year 3 science class studying the life cycle of plants is divided into cooperative learning groups to create a presentation on each phase of plant development. Students would use various technology such as websites, cameras and time-lapse video recordings of plant growth to summarise a stage of the plant’s life cycle and important developmental changes that occur during that phase.

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Using real-world contexts such as the degradation of the Great Barrier Reef the teacher could get the students to make connections to how their personal actions impact the natural environment around them by looking at how they dispose of rubbish and waste and looking at alternatives to minimise negative consumption. Thus linking global education and geography to civics and citizenship (being informed and active citizens), sustainability, values and ICT skills.

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Students in Year 2 science could add their lunch and snack scraps to a classroom compost bin and investigate changes to scraps and living organisms in the bin using digital microscopes. Students are encouraged to ask their own questions (such as why their food scraps disappeared). Students communicate their observations electronically and visually through scientific reports, digital posters using Glogster, digital storybooks using Storybird and animated videos using Xtranormal.

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Professional development can enhance teacher's skill and facilitate learning.

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Some of the modes of integration (integrated, networked, threaded and shared for instance) require members of a system to work together. It is important to facilitate a learning environment that encourages experimental learning and active cultural awareness  (Leong and Liu 2013, p. 659), which can help bridge cultural divide (Reynolds 2014, p. 234) and encourage collaboration with people who are 'different from oneself’ (Cushner 2011, p. 612).

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"An interdisciplinary approach matches subjects for overlaps in topics and concepts with some team teaching in an authentic integrated model" (Fogarty, 1991).

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Learners view things from an expert's perspective and make
internal connections that lead to external networks of
expertise (Fogarty, 1991).

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Images/ Diagrams retrieved from Fogarty, R. (1991) Ten Ways
to Integrate Curriculum, the Association for Supervision and
Curriculum Development.