Week 5- Integrating the Curriculum

There are four key learning areas that come under the humanities and social sciences umbrella; History, Geography, Civics and citizenship, and Economics and business (Australian Curriculum, Assessment and Reporting Authority, 2014). ACARA (2014) also outlines that through studying humanities and social sciences, students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. All these learnt abilities help students to grow and evolve into effective citizens within their community and society.

There are so many ways that humanities and social sciences can be integrated into daily lessons and subjects. The humanities and social sciences curriculum is designed in a way that it fits in with all the cross curricular priorities (Sustainability, indigenous perspectives, Asia engagement and, Aboriginal and Torres Strait islander histories and cultures) and general capabilities (Critical and creative thinking, Literacy, ICT, personal and social capability, ethical understanding and intercultural understanding).

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Reynolds (2012) explains that an integrated curriculum is when the knowledge and understandings, skills, values and attitudes are intertwined in a cohesive manner with the learners, the context, the pedagogy and the overall purpose.

This short clip shows that possibilities that integrated learning can present when being taught within the classroom. In the video Mary-Ann and Allisa make a very good comment in their video that I believe is a great attitude to have when teaching Humanities and Social Sciences; “ Teach with an integrated curriculum, because that’s the way the world is” . Essentially, this is what integrated units are all about, for students to explore the world around them and be able to obtain the skills to be effective citizens in everyday life. One interesting thing about the clip is that the two teachers are working in a classroom together, something that is becoming more and more apparent within schools. Schools are beginning to have open plan learning classrooms so that students can explore their environment and own their own learning, especially during integrated learning time.

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Having an integrated approach to teaching and student learning has many benefits. Many of which allow students to become independent and curious learners. Reynolds (2012) explains that Humanities and Social Sciences’ learning object is to study humans, their society and the environment in which social networks operate. To allow students to learn about the world around them, they need to be exposed to this through their everyday learning. When students are learning any area of the Australian curriculum, it is possible for teachers to create meaningful connections whilst teaching students different areas of curriculum, for example; Whilst teaching mathematics, it is possible to help students make connections to their world around them such as, money, simple number operations and measurement. Reynolds (2012) also states that authentic learning is when the learning in the classroom is closely related to the world outside the classroom.

Although having an integrated approach to teaching and student learning has its benefits, it can also have it’s pitfalls. According to Schug & Cross (2010) some teachers find integrating humanities and Social studies as daunting task. Schug & Cross (2010) then go on to explain that there are many misgivings surrounding curriculum integration, many of which are the concerns that teachers have about student academic scores. Of course, that would be the concern for most teachers, however as years pass, schools are becoming more modernised with technology, open plan learning and play based learning. Having an integrated approach to teaching and student learning will allow students to bloom and explore the world around them and develop into capable and independent learners.

Harris and Marsh (2007) discuss many aspects of integrated learning and how there has been many attempts to have integrated learning and they also discussed the academic benefits. Harris and Marsh (2007) make a very interesting that I found to be true; “integrated curriculum structures are not only knowledge organisers, they have philosophical and pedagogical implications”.

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Although integrated learning has it’s benefits and its pitfalls, my pedagogical approach to integrated learning will benefit my students academically and help them develop as informed effective citizens of the community. I want my future students to be able to be “in charge “ of their learning and be able to explore their environment around them. I want to provide my students with a variety of learning opportunities and be able make connections to the world around them through all aspects of the curriculum.

Tell me and I forget. Teach me and I remember. Involve me and I learn.- Benjamin Franklin

References

  • Harris, C. & Marsh, C. (July 8-10, 2007) SOSE Curriculum Structures: Where to now? ACSA Biennaial Conference Melbourne
  • Taylor, T., Fahey, C., Kriewaldt, J., Boon, D. (2012) Place and Time-Exploration in Teaching Geography and History. Frenchs Forest;NSW; Pearson Australia.
  • Reynolds, R. (2009). Teaching studies of society & environment in the primary school. South Melbourne, VIC: Oxford University Press Australia and New Zealand.
  • Schug, M. & Cross, B. (1998) The Dark Side of Curriculum Integration in Social Studies.[Electronic Version] The Social Studies 89 (2).

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