A Model for Curricula Integration Using the Australian Curriculum

By Hudson, Peter | Teaching Science, September 2012 | Go to article overview

A Model for Curricula Integration Using the Australian Curriculum


Hudson, Peter, Teaching Science


Curricula integration presents possibilities for broadening and deepening students' learning, yet more models are required for teachers to engage effectively in curricula integration. Utilising other subject areas to enhance science learning can extend the science curriculum, particularly in primary schools. Linking standards from subject areas through the Australian Curriculum and drawing on a teacher's pedagogical knowledge can assist in producing a rich learning experience for students.

INTRODUCTION

Targeting students' learning is at the centre of education. In addition, education is promoted as a solution on various issues; consequently, educators seek ways for teachers to address societal needs, students' learning needs and the overcrowded curriculum. There are definition debates and issues around integrating curricula. However, the rationale for primary students undertaking curricula integrated learning can provide motivation for teachers to devise and implement curricula integrated lessons in the classroom. This paper provides practical ideas for curricula integration that focus on combining achievement standards from the Australian Curriculum: Science and other key learning areas.

DEBATING DEFINITIONS

In the late 1970s, 'integration was a term used to highlight the combination of two or more subjects, and teachers mainly used topics and presented work thematically across the key learning areas (KLAs). To illustrate, a teaching program would outline a science theme (e.g., minibeasts) and then facilitate a series of activities that can be accomplished across other KLAs (e.g., Art-paint a picture of a fly; Dance--do a dance that resembles bees communicating). Many ideas were combined creatively but lacked purposeful directions for teaching, learning and assessment. Little consideration was given to assessment of each subject's outcomes or standards during integration. In addition, the term integration on its own has a stronger educational platform aligned with assimilating students with disabilities into mainstream classrooms; thus, there can be confusion with the one term having two meanings in an educational context.

Dowden (2007) debates, through other literature works, alternative terminologies associated with the subject of integration, "... including integrated curriculum, interdisciplinary curriculum, multidisciplinary curriculum, fused curricula, transdisciplinary curriculum, cross-disciplinary curriculum and integrative curriculum" (p. 55, italics included). He and Beane (1997) conclude, that the variety of terms presents confusion and ambiguity, while the term 'curriculum integration' has a greater clarity for usage. Importantly, the term 'curricula' is plural and as such needs to be part of the terminology for integrating two or more subject areas; hence curricula integration provides further clarity and makes the distinction that more than one curriculum area is being integrated. Consequently, the term curricula integration infers equality of achieving two (or more) standards from different KLAs.

The Australian Curriculum uses the terms achievement standards and standards, which "describes the quality of learning (the extent of knowledge, the depth of understanding and the sophistication of skills) that would indicate the student is well placed to commence the learning required at the next level of achievement" (ACARA, 2012a, p. 11, parenthesis in original). Standards-based education infers that planning for learning experiences has achievable standards at particular grade levels. Integrating standards means embedding two (or more) assessments (demonstrated in this article) to determine whether the standards have been achieved. Effective planning of curricula integration requires using standards from two (or more) subject areas (e.g., Science and Art, Science and English), which also becomes the assessment foci for teaching and learning. Curricula integration of standards into an activity necessitates pedagogical knowledge for developing students' understandings and skills in both subject areas, usually simultaneously. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

A Model for Curricula Integration Using the Australian Curriculum
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.