Integrating studies connects the abstract world of single subject understanding and the ‘real world’ experience. Freeman and Mathison (1997), describe this pedagogoical intent as ‘two pronged’, a process built out of student interests that leads to more inquiry based, hands on learning on themes that represent topics that matter specifically to them. These connections linking topical learning to themes of relevance and concern are made possible when integrating the curriculum. Murdoch (1998), in favor of the interdisciplinary model, finds that it encourages alternative perspectives of investigation not otherwise achieved without blending across ‘key learning areas’. 

Inquiry Based Learning (IBL) is a proven model that sits well within an integrated framework. At its core, IBL is an approach to learning that empowers learners to pursue investigations into topics that reflect their interests (Churchill, et al, 2013). Drawing upon their prior knowledge across subject areas, learners form, and are guided by, their own questions related to local or global issues and problems. IBL allows learners to submerse themselves in ‘real life’ contexts reflecting their personal interests. 

Integrated study relies upon an educator who:

Considers learning styles

Incorporates constructivist learning opportunities

Views the learner through a lens that sees them as competent and capable learners filled with unlimited potential. 

….And who is inspired to make learning interesting and successful for every student.