What is Integrated Curriculum?
The Integrated Curriculum at St.Damian’s is this school’s means of organizing the CSF areas of Social Studies
and Environment, Science, Technology and Health. These subject areas develop "Big Ideas" ( refer to pg. 4-7 /
understandings ) about the world in which we live and can be considered to be the ‘content’ areas of the
curriculum.
By combining traditional study areas into integrated topics, traditional study boundaries are crossed as children
develop ideas about the world that are true, valid and worth knowing. This approach provides opportunities for
children to explore, investigate, experiment, and gather information in meaningful context. The starting point
for investigations is the student’s prior knowledge and experience, and they are encouraged to actively
participate in determining ways in which they will gather and process new ideas. While a particular
investigation may have a social focus, it is not isolated as ‘Social Education ‘but is instead part of building the
"Big Picture’ that will involve many different experiences and activities from a range of curriculum areas.
Why Do We Have An Integrated Curriculum?
Children learn most effectively when provided with experiences that are holistic and related to their experiences
and interests. They need to have a clear sense of the purpose of the learning and to be actively involved.
The demands of all Key Learning Areas as set out in the CSF are many and attempting to effectively cover the
content and skills encompassed in this document is a daunting task. Through integrating the curriculum, the
provision of an effective curriculum becomes possible and manageable in all classrooms and across all levels.
By developing a detailed scope & sequence that is specific, and yet responsive to children’s needs and interests,
it is possible to provide a comprehensive Prep to year 6 curriculum for all children.
Purpose of the Integrated Curriculum
The purpose of the integrated curriculum approach is to enhance student learning through drawing together and
making logical links between the Curriculum Standards Framework ( CSF ) areas of Science, Technology,
Studies of Society and Environment and Health education.
Participating in this program will enable children to :
* develop ideas and knowledge about the world in a meaningful and relevant way.
* develop skills and strategies to enhance learning and participation in the world.
* experience study of material ( what things are made of ) engineering( putting things together to make them
work ), energy ( what makes them go), and systems, ( exploring the whole object not just its parts).
* develop skills and knowledge related to information technology.
* understand that there are certain aspects of society that we value and therefore aim to conserve. However
other aspects of society could be changed or improved.
* participate effectively in society and become more aware of the impact their lifestyle has on the environment.
* develop tolerance of diversity and acceptance of the right of others to hold different views.
* develop positive attitudes and behaviors that promote personal and community health and well being.
* have accurate information about health that is reflected in the ability to make decisions about such matters.
* develop an understanding of the place and effect of scientific investigation in the world.
* develop investigative skills to find out more about their world
* recognize the need for communities to have broadly shared values.
Where Does The Integrated Curriculum Fit Into The Whole School Program?
The Integrated Curriculum forms the basis for all topics studied within the school. Wherever possible all class
activities will be related to that topic. It is however recognized that it is not always possible to integrate all skills
involved in English, Mathematics and The Arts. Where this is the case specific learning experiences will be
provided that do not directly relate to the topic studied.
THE ‘BIG IDEAS’
WE ARE WORKING TOWARDS DEVELOPING THE FOLLOWING UNDERSTANDINGS IN OUR
CHILDREN AT THE END OF THEIR PRIMARY SCHOOL :
STUDIES OF SOCIETY AND ENVIRONMENT:
(Time, continuity and change - Place and space - Culture - Resources - Natural and social systems)
* The environment is affected by the way humans use it.
* Australia has a history that includes white as well as aboriginal settlement.
* Knowledge is both local and global.
* Our society is multi- cultural and includes different values and beliefs.
* Society has a structure which provides for the challenge and change of society’s rules.
* Our society has a unique story of development and diversity.
* Throughout time our environment has been altered by various factors.
* All societies are based on widely held values and beliefs that directly relate to their particular experiences.
* Living things combine to make systems.
* Social systems vary, as do natural systems, depending on needs.
* Change is brought about naturally or by human intervention.
* In Australia decisions are made at different levels, and rules are enforced to ensure harmony.
HEALTH:
(Human development - Human relations - Safety - Health of individuals and populations - People
and food - Physical activities in the community)
* People use food to provide nutrients for energy, growth, repair and regulation of the body’s physical function.
* There are many factors which influence a healthy lifestyle.
* Inter-personal skills are necessary for life in a multi-cultural world, including developing understandings of
various family structures.
* There is a relationship between physical activity and health.
* The community provides services, products and facilities that maintain and promote good health.
* Living things goes through a natural lifecycle which may be affected by external influences.
* Living things are made up of a number of different biological systems.
* Everyone has a right to feel safe and to make choices which ensures our safety. e.g. water safety - fire
education -drug education )
* Hygiene practices affect ones health.
SCIENCE:
(Natural and processed materials - Physical world - Earth and beyond - Life and living)
* Weather has a significant effect on the earth.
* The earth is constantly remolded by the effects of wind, heat and water as well as internal forces.
* Matter in its three states has various properties which can be investigated.
* Energy exists in many forms and has many applications.
* Natural laws determine how our physical world works.
* The world consists of many eco-systems and man has an impact upon these.
* Our daily lives are affected by climate, seasons and time.
* The earth resources are limited and we need to understand and manage the environment.
* Science has many applications in everyday life.
* Through scientific experiments, observations and inquiries, man has discovered many natural laws, explaining
our world.
* Scientific knowledge is an explanation of our human understandings at a particular time.
TECHNOLOGY:
(Materials, information and systems)
* Technology affects and may enhance everyday life.
* Through technology we learn to use tools, machines and equipment.
* Technology provides us with the opportunity to identify, analyze and solve practical problems.
* Technology contributes to cultural, social and environmental changes.
* Needs and requirements determine the types of materials and technological processes used to make products.
* Choosing materials requires careful consideration of technical, social, economic, legal environmental and
ecological considerations.
* Information technology impacts on ways in which we communicate.
* Management and programming of systems are important in technology as they impact on economic,
environmental and cultural aspects of human society.
* Individuals need to develop a sense of self-confidence and self-sufficiency in dealing with technology.
STAFF BELIEFS
St. Damian’s Parish School uses an integrated approach to curriculum to maximize student learning. This
approach reflects the following basic beliefs:
* children are best served when ideas about the world are presented in a meaningful and relevant way.
* the experience of each child is the starting point for all other learning.
* children learn best when they are actively involved in the learning experience.
* the linking together of curriculum areas makes learning more relevant and meaningful.
* the integrated curriculum approach provides an umbrella for the development of skills, knowledge, values and
understandings.
* children’s learning is enhanced when they are actively involved in reflecting upon their own learning needs
and achievements.
The above is reflected in the following belief statements by staff:
* Integrated Curriculum ensures a holistic approach to topics and learning.
* An Integrated Curriculum draws many of the common threads together - the curriculum is connected by
unified ideas.
* It involves the children in active learning.
* The curriculum becomes more relevant when there are connections between subjects.
* Integrated Curriculum assists students and teachers to develop more efficient means of gathering, organsing
and processing the information available.
* An Integrated Curriculum promotes and enhances children’s thinking and understanding.
* It makes possible to explore the ‘Big Ideas" in the world.
* Integrated Curriculum encourages the children to use higher thinking skills as they explore, refine and gather
information.
* Cater for individual differences and interests, incorporating a wide range of related activities.
* Children are motivated to include things they want to study. ( questions )
* An Integrated Curriculum builds on learning and teaching models and approaches, which promotes sound
learning.
GUIDELINES FOR IMPLEMENTATION
It is expected that all classroom programs will reflect an integrated curriculum approach that includes
the following elements:
* The Curriculum and Standard Frameworks areas of Studies of Society and Environment, Science, Technology
and Health will form the basis for all units of work planned and implemented. They will not be treated as
separate and isolated subjects but will be integrated to provide the focus for learning meaningful and relevant
things about the world. A comprehensive Scope & Sequence Chart, covering a 2 year cycle has been developed
for each of the CSF levels 1 to 4. See Appendix 1.
* Whenever possible, English Language, Mathematics and Art skills will be taught within integrated units of
work, thus enhancing learning in all key learning areas, as children respond to experiences provided within each
integrated curriculum topic or unit.
* Carefully planned and documented units of work that are responsive to the children’s current knowledge,
learning needs and interests will be undertaken.
* Each level will plan together and document units of work.
* Children will be active participants in the implementation and evaluation of all units of work.
* Activities and experiences provided will be learning outcomes directly related to the designated key ideas and
skills of each unit of study.
* Individual teachers will be directly responsible for the learning of theiur students and the over-all direction of
their classroom program and ensure that the learning needs of all children are catered for in all curriculum areas
within the scope of level planning.
How Does It Operate?
The Integrated Curriculum Program operates at several levels within the school. A whole school level, a team
level and at a classroom program level. Each level has a particular purpose and focus.
1. The whole school level.
Prior to any development of the topic plans, it is essential to establish the current knowledge of the children in
your class. This enables you to develop programs and to provide experiences that are tailored to the needs of
each child.
There are very few areas of study that the children will not know something about. Finding out what they know
enables you to take their learning on into new areas or to further develop and deepen existing knowledge.
e.g. The children in my class all knew that lollies were junk food. They did not know why.
Children often have misconceptions or poor reasons for what they believe to be true. These need to be
recognized and challenged by the provision of relevant experiences and careful questioning.
E.g. nearly all the children in my class thought that houses 200 years ago would have electric light and fridges.
Knowing this enables me to provide experiences that encourage them to find out what electricity was invented
and what that meant for household technology and life styles.
The following suggestions are possible ways to find out what each child already knows about future topics.
These techniques may be unfamiliar to the children. If so expect that their responses will become more accurate
and useful to you as they have experience of using them.
BRAINSTORMS
Children list all words, idea they know related to a topic
Concept Mapping
Children create concept maps about a topic or a part of a topic to be studied. Any links that they see to be added
in.
These can be kept to compare maps made after the topic has been completed to determine the learning that has
occurred for each child.
Children who are non or poor writers can draw their ideas. You or another person may scribe for such children.
Drawing
Children are often better able to express their ideas in drawings, while responding to a question or idea.
e.g. What makes it rain?
Why do we have wind?
How do people in Italy live?
Draw a habitat for a snail that would keep it healthy and safe.
What tools do you have at your house?
By encouraging them to label and annotate their drawings we can obtain more information. Interviews with
children provide opportunities for them to clarify or add further knowledge about their work. Samples may be
dated and stored for future reference or assessment.
Explanations
Having children explain how something works or what it is like can also provide useful insights for the teacher.
e.g. How does our legal system work ?
How is our school organized?
This approach is more appropriate for older children who have better language skills.
Involving The Children In Planning
Involving the children in the planning of topics has immediate and long term benefits for classroom programs
particularly in the upper grades.
Ownership: Contributing to the decision making process about a topic enhances commitment to the
implementation of it.
Self Esteem: Children’s ideas are respected and valued. This mode encourages similar attitudes to each other.
Relevant Activities: Children are very good at determining interesting and relevant ways to learn. They will
assist by locating resources, personnel and funding of activities they have asked for.
There are many ways to involve children in planning of topics.
Possible Planning Strategies To Use With Children
Listing Questions
1. Children work by themselves to list six (chose a number that suits the topic)
questions / things they want to find out or like to be answered about the topic.
2. Children form groups of 3 to share their ideas. The children then use these ideas to form 8 questions that they
all agree on.
3. Groups of three join to form a group of six. The process of sharing and creating a new list of questions is
repeated. This time the group of six may have 10 questions.
4. The questions are then listed for the whole class. Any similar questions are grouped together. These questions
can then form the basis for planned experiences and activities within the topic.
Bundling
Children work in groups of 4 - 5.
On strips of paper each child writes 10 or more questions that they have.
The group than works to combine and classify the questions into groups. These groups are then combined into
one general question.
From there possible activities can be planned as outlined above.
Strategies
Strategies For Classroom Teachers Use
It is recommended that all classroom teachers adopt the following strategies for planning, implementing and
evaluating each integrated topic:
1. Topic Selection
Grade areas or teams will follow the plan outlined in the Integrated 2 year cycle when selecting topics.
2. Planning
Teams plan and develop a unit of work to develop, extend and challenge the children. Such units must include
opportunities for children to be actively involved in their learning. Key ideas and learning outcomes will be
specified on the group plan. Specialist teachers will be involved in this planning where possible, and will take
responsibility for implementing relevant parts of the unit.
3. Activities
Units of work will involve central activities that provide direct experiences related to the topic and provide
context for other investigation.
These central activities will be supported by related activities which will extend the central activity and link the
study areas of English, Mathematics and The Arts, thus enabling children to respond to, reflect upon and deepen
their understanding of central activities.
4. Questions
Children will be encouraged to formulate their own questions within the unit of work and to plan and implement
ways of answering these questions.
5. Skill Development
Consistent attention be given to the development of all relevant skills within the content areas of the integrated
curriculum. These will be carefully planned, documented and assessed.
6. Reflection
Both children and teachers will engage in regular focused reflection about the success and relevance of
classroom programs. This is an integral part of the assessment and evaluation process. This will be documented
as part of each teams evaluation of units of work.
7. Assessment and Evaluation
A variety of assessment and evaluation tasks will be carried out. Individual records of each child’s learning
about the topic covered will be kept by the class teacher. Each unit of study will be evaluated in the light of the
CSF outcomes to determine the effectiveness of the topic. Consideration of all assessment and evaluation will
provide information relevant to the planning of future topics.
8. Review - What, When and How ?
The Integrated Curriculum Program will be adopted and implemented from 1997 to 2000. At regular intervals
the progress of the program will be evaluated by the school leadership team in consultation with the coordinator
and staff in general. This information will be collated to ascertain the effectiveness of the program and to
address all concerns.
Late in 2000 the program will undergo a major review to determine the on-going effectiveness in relation to the
needs of the children and school community.