·         History or geography

-      These two areas allow for broad topics and both have ability to be used in a variety of ways. 

·         Lesson one is explicit

-      Lesson one of a topic must be explicit teaching. This explicit instructional approach intentionally prepares students for their learning, informs them of the learning path and enables them to develop metacognitive strategies for knowing that learning has taken place. 

-      It clearly explicates and maintains the ‘what’, the ‘how’ and the ‘why’ of any given lesson. It: makes assessment and learning purposes and goals clear by presenting students with ‘upfront’ information about the new learning in terms of the primary topic and purpose for the learning or assessment task (Archer & Hughes, 2011).

-      In each new context students need to know what they know, the relevance of new learning and how to apply their knowledge to make active connections to their world with greater precision.

-      engages student thinking for the purpose of learning
- a mixture of explicit lessons throughout the learning unit will help cater for students differentiation in learning approaches (Holt, 2008). 

-      The assessment criteria of the learning activity must be discussed after introducing the learning topic.

-      Students will all be aware of what is expected 

-      Present the expectations in a clear format, such as a table or criteria. Use colour coding to identify optional and mandatory tasks (Afflerbach, 2011).

 

·         Give students options of where to start

-      There can be optional tasks and core tasks throughout, giving children choice in their learning, displaying integrated education. For example students may have the option of presenting their assignment through visual presentation on an iPad incorporating Information technology or an oral presentation incorporating literacy. 

-      Students can work on a structure that suits them. 

-      Children can start with something they feel confident with and allow them to grab momentum when facing a challenging task.

-      This allows different subjects to be used in conjunction with others naturally. 

E.g. If children are asked to research information regarding a flood which occurred in Italy. IT skills will be used researching, mathematics used in discovering statistics and literacy in recording those findings (Nash, 2012).

 

·         Don’t focus too heavy on all curriculum areas being linked all the time

-      Too much focus can cause attention to be lost to detail in the work being done. In this assessment criteria educators should explicitly mention depth as a key to the assignment (Cole, 2008).

-       Use critical reflection and high order thinking
- Example topics such as the Natural Disasters require children to use different styles of learning; including investigating, analysing and creating new thought processes. This embraces Blooms Taxonomy's theory of learning. It requires children to learn a variety of ways, therefore integrating different aspects of the curriculum.
Children can also use a critical reflection framework to self-determine what they have learnt and how.