Abstract:
The concept of curriculum integration has been recommended as an ideal curriculum design for the middle years of schooling (e.g., MYSA, 2008) but much of the literature is confusing, ambiguous and generally difficult to make sense of (Beane, 1997; Dowden, 2007). Teachers' knowledge and understanding about curriculum integration is often hazy with the result that design and implementation of curriculum integration can be haphazard and ineffective, despite the best of intentions. This presentation argues the case for developing an informed approach to implementing curriculum integration in the middle years of schooling in the Australian and New Zealand contexts. It draws its data from an extended review and analysis of the extant research literature on curriculum integration (Dowden, in press). It critically reviews the literature with an emphasis on identifying pitfalls or barriers to successful implementation and explaining the political influences that typically shape the design of curriculum integration. By drawing on theories about the nature of knowledge, the presentation argues that designs for curriculum integration need to consider the ways that different subject areas are organised and taught. It therefore establishes the basis for a coherent and pragmatic approach to curriculum integration design and implemenatation in the middle years of schooling in Australia and New Zealand. The intention of this presentation, therefore, is to provide some much needed sign-posting for educators who intend to implement curriculum integration in their classrooms and, in the process, open a conversation about the nature and purpose of curriculum design in the middle years with a view to developing a collegial network of shared knowledge and understanding about curriculum integration. Based on research evidence, it concludes by making a number of recommendations for designing and implementing high-quality curriculum integration programs.