Fogarty (1991) outlines ten different models of curriculum integration, through three broad categories: within subjects (intradisciplinary), across subjects (multidisciplinary/interdisciplinary) and beyond subjects (transdisciplinary). One specifically that supports students interest as being a beneficial source of learning and teaching is the connected model (intradisciplinary). The main focus of this model is to “… deliberate effort to relate ideas within the discipline, rather than assuming that students will automatically understand the connections,” (Fogarty, 1991). Here Fogarty is taking into consideration what is wanted to be said, what students are interested in and how the two can be combined to cover the relevance of the learning with the interest.

As outlined, students interest is a significant factor in providing learning content that allows them to develop and grow their own understanding of the assessment material. The connected model emphases on the connectivity of one topic, one concept, and one skill to the next, as well as integrating previous beliefs and held assumptions.

Two models of the curriculum integration diagram support through educating students with their prior experiences and knowledge. These are the webbed model (multidisciplinary/interdisciplinary) and the immersed model (transdisciplinary). Both of these models focus on students learning and development in a way that sifts out their most interested topics, concepts and ideas and views their own learning allowing them to become immersed in ones’ own experience. Also known as “… an intense personal way of filtering all content through students’ expertise and interests,” (Fogarty, 1991).

Prior experiences and knowledge has been greatly considered as one of the most important factors in influencing students learning and achievement. The quality and quantity of prior knowledge positively stimulates both the volume of applying high-order cognitive problem-solving skills as well as knowledge attainment.