An exploration of integrated models for curriculum delivery in primary schools. Using Performing Arts (dance, drama and music) as modes of curriculum delivery.

1. INTEGRATED MODELS
FOR CURRICULUM
DELIVERY

2. OBJECTIVES
At the end of the session trainees will be able to:
• Define what is meant by an integrated approach
• Explain the various types of integrated approaches
• Explore ways to use integrated approaches in classroom
teaching
• Create a plan of work using one approach discussed
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Good apart

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Better together

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Ice breaker
If you were…

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Ice breaker
If you were…

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Ice breaker
If you were…

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Ice breaker
If you were…

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Ice breaker
If you were…

10. WHAT IS AN INTEGRATED APPROACH?
 Integrated approach as differing subject matters to make a
whole (Lederman & Niess,1997)
 Interrelated subject content that often revolve around some
real-world problems.
 Can be seen in the Performing Arts where the
interconnectedness of the subjects exists in each
contribution when final productions are displayed.
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11. WHAT IS THE VALUE OF AN INTEGRATED
APPROACH?
Adopting an integrated approach helps the teacher in:
 Being creative in their development
 Changing their approach to the delivery of subject areas
 Caters for students at varying levels of abilities in the
classroom
 Teaching multiple subject and topics at the same time
 Making learning fun and enjoyable to all
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12. WHY NOT CO-TEACH?
It is possible!
 Collaboration should be a key aspect in a teachers’ growth and
development
 Jang (2006) suggests that the shift from individual to joint process is
an excellent way to solve problems presented.
 Teachers need to practice what they teach!
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13. CONCEPTUALISINGTHE INTEGRATED MODELS
Integrated models are either multidisciplinary, interdisciplinary or
transdisciplinary and after curricular integration, its prime function is to
alter the way education is experienced in their natural curricular spaces.
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14. MULTIDISCIPLINARY MODELS
 In multidisciplinary approaches, the disciplines are studied separately
but students are required to draw connections by way of a theme.
Some may argue that this approach lack authenticity in the realm of
integration, however, this is one of the best models to apply in cases
where there is little room or flexibility for multiple teachers to have
hands-on collaboration.
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15. INTERDISCIPLINARY MODELS
 Interdisciplinary approaches – though bearing similar traits - are
different in that their disciplines are connected beyond a theme. In the
interdisciplinary approach, students establish connections between
the material. In this method, the value of the learning is usually at its
peak whereby scholars maintains that where two or more disciplines
work together, they “advance fundamental understanding ... beyond
the scope of a single discipline”
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16. TRANSDISCIPLINARY MODELS
 Transdisciplinary approaches work across disciplines. The term was
coined by Jean Piaget and colleagues who argued that discipline
boundaries should be crossed to provide multifaceted understandings
of a topic. In transdisciplinary approaches teaching is forged around
big questions, problems or ideas that drive the natural connections
between subject areas or disciplines.
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17. DISCIPLINARY MODELS
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18. MODELS FOR INTEGRATED TEACHING
Project Model
Formulating an idea that encourages the
students to incorporate more than one subject
in the development of a project.
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19. MODELS FOR INTEGRATED TEACHING
Project
Model
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Performing
Arts project
(Trini
Christmas)
Creative
Writing- a short
story based on
Christmas
Music
contributes the
carols and other
songs to reflect
the season
Visual Arts –
designs the
artwork for the
background and
actors

20. MODELS FOR INTEGRATED TEACHING
Thematic Model
Theme is determined and links are made to each
subject area based on the topic given.
o Current or social issues
o Religious or secular
celebrations
o Social or historical events
o Topic from subject areas
(family types)
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21. MODELS FOR INTEGRATED TEACHING
Performing Arts
thematic model
(sharing with
friends)
English
Language– short
monologue
Mathematics –
fractions. Solving
a problem to
reduce peer
pressure
VCCE reflecting
inward feelings
Thematic
Model
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22. MODELS FOR INTEGRATED TEACHING
Core Model
Focus is given to a specific subject and the
others contributing to the development of
the area in that specific subject.
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23. MODELS FOR INTEGRATED TEACHING
Core
Model
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Social
Studies -
Water
VCCE – water
health
Performing
Arts –
Movement
associated with
water (flow)

24. MODELS FOR INTEGRATED TEACHING
Integrated Core Model
Focus is given to more than
one subject areas and the
others contributing to the
development of the specific
theme
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25. MODELS FOR INTEGRATED TEACHING
Integrated
Core Model
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Mathematics
and Science
are the
focus
Drama
contributes
to its
success

26. INTEGRATED ARTS PROJECT (I.A.P)
 Arts Integration is an approach to teaching in which
students construct and demonstrate understanding through
an art form. Students engage in a creative process which
connects an art form and another subject area and meets
evolving objectives in both.
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27. INTEGRATED ARTS PROJECT (I.A.P)
 Arts-Enhanced Curriculum is when the Arts are used as a device or
strategy to support other curriculum areas, but there are not objectives
in the art form explicitly being taught. For example, using music to
teach letter names and sequence in the alphabet is an arts
enhancement. Music is used as a means to other ends, but students
are not usually expected to learn about melody, musical concepts, or
singing skills. Arts-enhanced curriculum acts as a “hook” to engage
students in learning other content and educators need little or no
training in the art form.
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28. NOTE!
 Correlations MUST exist between model
being used and what is being taught,
Example, if students are asked to
explore the waters that surround us
(Std. 2) in the model, it must be
explored in class.
 Explore with students skills that are
either familiar to the student or the
teacher.
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29. ACTIVITY 1
20 MINS
Using a selected model, explore how the topics below
can be taught in the other subject areas. Note: Look
at the curriculum document as a guide. (Standard 3)
o English Language Writing (10.1)–
Rules of Punctuation & Capitalization
o Mathematics – Fractions (1.1.18)
matching and equivalence
o Physical Education – Healthy Habits
(4.1.1) – Benefits of physical activity
o Science – Pollution (8.1.1) –The effects
of pollution on land, air and water.
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30. ACTIVITY 2
5 MINS
What are some presentation styles?
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31. EXAMPLES OF PRESENTATION STYLES
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Dramatic piece
Jingles
Dance Created folk
songs
Television Ads
Monologues
Speech band
Choral
speaking
Pantomimes
Spoken word
Short plays
Readers’
Theatre

32. TEAM ASSIGNMENT
 Working as a group, research two areas
from the topic that was given to your team
 Present your findings.
 Explore and share how these areas can be
used to teach other subject areas found in
the PCR using any one of the models
discussed
 Using your findings, present your findings
using a presentation style of your choice.
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33. Thank you
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34. Jang, S-J. (2006). Research on the effects of team teaching upon two secondary
school students. Educational Research, Vol. 48 No. 2, pp. 177-194. Routledge
Lederman, N. G., & Niess, M. L. (1997). Integrated, interdisciplinary, or
thematic instruction? Is this a question or is it questionable semantics? School
science and Mathematics, 97(2), 57.
Primary Curriculum Rewrite (2013). Standard Three Curriculum. Trinidad and
Tobago, Ministry of Education, Curriculum Development Division.
Primary Curriculum Rewrite (2013). The Visual and Performing Arts. Trinidad
and Tobago, Ministry of Education, Curriculum Development Division.
REFERENCES