Curriculum Integration Integration through correlation between subjects Integration through common themes and ideas Integration through the practical resolution of issues and problems Integration through student centred inquiry Brown and Nolan 1989
Supervisor of negotiated curriculum. Supports and scaffolds skill development Strong element of teacher direction Teacher selected and directed Disciplines lost in a more global perspective. Links to the curriculum made during/after learning tracking connections as they occur Boundaries between disciplines less clear. Links made to curriculum documents after the study Curriculum areas selected. Processes, skills, concepts or elements of two or more disciplines planned together Issues drawn from life as it is being lived and experienced Emphasis on issue or theme to be studied Topic selected and various curriculum documents drawn on Integrative Integrated Multidisciplinary/ thematic
The Integrated Curriculum
“ Making Connections:
Students need to be able to integrate new learning with what they already understand. When teachers deliberately build on what their students know, they maximise the use of learning time, anticipate students’ learning needs and avoid unnecessary duplication of content. Teachers can help students to make connections across learning areas as well as make connections to home practises and to the wider world.”
Pg 24, Effective Pedagogy, NZC, Draft for Consultation, 2006
The New/Revised Curriculum
All kids must develop the Key
Encouraged, modelled and explored.
Literacy and Numeracy not negotiable.
Maryanne Mills, 2008, CORE Ed, Ex Ministry of Education
NZC on line
School Snapshot FIS
Build upon our existing work…
- Integrated curriculum
- Key Competencies
- Big Concepts
- Solo Taxonomy
Getting to know our learners (school visits)
Develop the FIS Curriculum
Our own inquiry
In curriculum teams research your learning area;
Facilitate a professional learning session with staff;
Utilise NZC, NZC on line, TKI, our in school experts, School Support Services,
Plan and facilitate a professional learning session on your learning area.
In your session
The essence of the learning area
What big concepts?
What are your learners needs?
What might be essential to include?
Think about how this learning area will link to the integrated curriculum/Key competencies/values/vision/principles?
Literacy and Numeracy
Look at learning area
Look at documentation/implementation plan
Examine further development
Build in further staff meeting time as required
Wikis and blogs
Web 2.0 tools
Research and decisions about next and best practice
Keeping ourselves and students safe
Cross cluster visits
ICT PD – Week 5-6
Week 7 Curriculum Team Planning Session
Week 8 – PE/Health
Week 9 Te Reo/Second Language Learning
Week 10 Arts
Call Back Day – Science/Social Studies/Technology
Please meet with Lisa prior to your presentation.
I will support you with resources and facilitation strategies.
Southland Girls High School Southland-Girls-High
Our School Curriculum is Dynamic Evolving Driven by learners needs “ This curriculum gives schools the flexibility to actively involve students in what they learn, how it is taught and how the learning is assessed, and it invites schools to embrace the challenge of designing relevant and meaningful learning programmes that will motivate and engage all students.” Hon. Steven Maharey Minister of Education 2007