KLA Integration
Curriculum integration plays an important role in unit planning and development as it enhances learning, enabling students to make connections between content areas and previously learnt skills whilst giving students the opportunity to adapt these skills and understandings to new situations (Board of Studies, 1996). This skill is vital for today’s children as they will need to be adaptable to the rapidly changing demands placed upon them by society (Barber, 2012; Robinson, 2011).
In developing these lessons the area of greatest integration with science has been technology. All lessons feature elements of technology such as the utilisation of digital cameras to record observations, computers and iPads to research topics and the use of blogs to create a class record of the information the students have investigated and learned. In this way technology integration has been included as a “part of the mainstream curriculum” (Brady & Kennedy, 2010, p.65) and as technology plays a large role in student’s lives, has added to the authenticity of the learning experiences on offer in this unit.
Literacy is another key learning area that was integrated into this unit as literacy plays a large role in our everyday experiences (Hill, 2012). Skills such as talking and listening (TS2.1 & TS2.2) are developed through the inclusion of group work in many of the lessons. This enables students to develop personal communication skills that allows them to interact effectively with a wide range of audiences and communicate their learning effectively. Similarly, written communication skills are developed through the use of science journals to record observations and findings as well as through the use of edublog. Edublogs enable students to become “multiliterate” (Hill, 2012, p.361), as they combine text, images, computers skills and access video content to enhance and showcase their learning.
Other key learning areas that have been drawn upon briefly in this unit are HSIE, Mathematics and Visual Arts.
References
Barber, J.P. (2012). Integration of learning: a grounded theory analysis of college students' learning. American Education Research Journal, 49(3), 590-617
Board of Studies NSW. (1996). Guiding statement. Retrieved October 24, 2013 from: http://k6.boardofstudies.nsw.edu.au/linkages/Guiding/guiding_intro.html
Brady, L. & Kennedy, K. (2010). Curriculum construction 4th Ed. Frenches Forest, NSW: Pearson Australia
Hill, S. (2012). Developing early literacy: assessment and teaching. South Yarra, VIC: Eleanor Curtain Publishing
Robinson, K. (2001). The trouble with education. Retrieved October 24, 2013 from: https://www.library.mq.edu.au/e-access/document.php?eid=74427
In developing these lessons the area of greatest integration with science has been technology. All lessons feature elements of technology such as the utilisation of digital cameras to record observations, computers and iPads to research topics and the use of blogs to create a class record of the information the students have investigated and learned. In this way technology integration has been included as a “part of the mainstream curriculum” (Brady & Kennedy, 2010, p.65) and as technology plays a large role in student’s lives, has added to the authenticity of the learning experiences on offer in this unit.
Literacy is another key learning area that was integrated into this unit as literacy plays a large role in our everyday experiences (Hill, 2012). Skills such as talking and listening (TS2.1 & TS2.2) are developed through the inclusion of group work in many of the lessons. This enables students to develop personal communication skills that allows them to interact effectively with a wide range of audiences and communicate their learning effectively. Similarly, written communication skills are developed through the use of science journals to record observations and findings as well as through the use of edublog. Edublogs enable students to become “multiliterate” (Hill, 2012, p.361), as they combine text, images, computers skills and access video content to enhance and showcase their learning.
Other key learning areas that have been drawn upon briefly in this unit are HSIE, Mathematics and Visual Arts.
References
Barber, J.P. (2012). Integration of learning: a grounded theory analysis of college students' learning. American Education Research Journal, 49(3), 590-617
Board of Studies NSW. (1996). Guiding statement. Retrieved October 24, 2013 from: http://k6.boardofstudies.nsw.edu.au/linkages/Guiding/guiding_intro.html
Brady, L. & Kennedy, K. (2010). Curriculum construction 4th Ed. Frenches Forest, NSW: Pearson Australia
Hill, S. (2012). Developing early literacy: assessment and teaching. South Yarra, VIC: Eleanor Curtain Publishing
Robinson, K. (2001). The trouble with education. Retrieved October 24, 2013 from: https://www.library.mq.edu.au/e-access/document.php?eid=74427