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Curriculum Integration

EET is naturally aligned with subjects such as Electrical Installation (EI), Physics,

Information Technology (IT) and Technical Drawing (TD). Currently, all EET students also

pursue EI and TD. Beginning early September 2019 teachers of EET, EI and TD routinely met

during weekly departmental meetings. During several of those meetings Ms Gail Daniel, TD

teacher, Mr Milton Stephen, EI teacher, and I, Mr Roddy Khelawan, EET teacher, explored our

subject areas in an effort to find topics that are common to all three subjects since we all teach

the same form four class. To find commonalities, we took turns articulating the major sections of

our syllabi, taking note of topics that share similar titles or descriptions to our subject.

We discovered that both EI and EET had drawing units that could be reinforced in TD

class. A lot of what is done in EI forms part of EET. Mr Stephen and I decided that practical EI

content, taught in EET class, would be relegated to a reinforcement of what was previously done

in EI.

The demands of each subject syllabus could not, in most cases, facilitate the simultaneous

delivery of related interdisciplinary topics. General workshop safety, however, was the

exception. It was common to all three areas and could be taught simultaneously in all three

subjects. The interdisciplinary approach to curriculum integration allowed each teacher to

explore the common theme of safety within the context of our discipline.

A deeper exploration of the individual syllabi revealed that the safety topics of EI fully

overlap with that of EET. TD required less detailed treatment. During our departmental meeting

periods and some lunch hours, Mr Stephen and I planned safety lessons. Mr Stephen delivered

those lessons during EI sessions of September 2019. I revisited some of those lessons on October

4, 2019. Ms Daniel also reviewed safety topics during October 2019.

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Originally, this Pedagogy in Process course required the practitioner to integrate Visual

and Performing Arts (VAPA) with our teaching area. The CBET/TVET group attended an online

session with VAPA and PE teachers on March 5 2020, to address integrating VAPA with our

various subjects. We were exposed to the idea of using drama, music and visual arts to enhance

our delivery in the classroom. Question and answer sessions were conducted. Additionally,

teachers worked in groups to develop lessons that integrated our various teaching areas.

Using VAPA to enhance our delivery may be viewed as fusion as described by Drake &

Reid (2018). Fusion may be seen as a way to begin curriculum integration. Drake & Reid (2018)

present a simple continuum of curriculum integration: fusion, multidisciplinary, interdisciplinary

and transdisciplinary.

I planned to deliver a review lesson on safety during the first week of term 3 that would

fulfil VAPA integration by using drama as part of the set induction. The closure of schools due to

the Covid-19 pandemic forced me to rethink my delivery.

Many students are now treating this stay at home period as a vacation. Synchronous

classes cannot work because too many students are unable or unwilling to attend. Lessons posted

online have to be short since distractions at home often prevent many students from being

engaged for a prolonged period. As such, for a review lesson on safety, students were only

required to be engaged for a few minutes. The dramatic presentation was shared via a YouTube

video at https://youtu.be/AjboblCBtuA. The students accessed the video link through a

WhatsApp group that was created for class collaboration. They were asked to review previous

notes of safety and, after viewing the video, to answer safety-related questions at

https://play.howstuffworks.com/quiz/the-electrician-safety-quiz.
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Especially during this trying time, it is important to make learning accessible and

appealing to students. VAPA integration helps teachers reach students who are inclined to

learning through music, drama and artistic expression.

Many subjects at the secondary school level have overlapping topics. Electricity,

magnetism and Electronics units of Physics share similar objectives to that of EET. Many of the

CVQ EI units share objectives with the Electrical Installation section of EET. Teachers working

together using an interdisciplinary or multidisciplinary approach can share their workload. As a

team, we can provide an environment that encourages students to appreciate the

interrelationships among their subjects.

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References

Drake, S., & Reid, J. (2018). Integrated Curriculum as an Effective Way to Teach 21st Century

Capabilities. Asia Pacific Journal of Educational Research, 1, 31–50.

https://doi.org/10.30777/APJER.2018.1.1.03
 LESSON PLAN PAGE 1
ARIMA NORTH SECONDARY SCHOOL

ELECTRICAL AND MECHANICAL DEPARTMENT

LESSON PLAN

TEACHER’S NAME: Roddy Khelawan SUBJECT: Industrial Technology: Electrical and Electronic Technology

DATE: 28/04/2020 CLASS: 4.6A NO OF STUDENTS: 10

TIME: 12.45 – 1.10 pm LENGTH OF PERIOD: 25 minutes × 1 period (online session)

Occupational Standard/Syllabus: CSEC Industrial Technology – Electrical and Electronic Technology

Unit Title: Fundamentals of Industry – Occupational Health and Safety Standards
Lesson 5: Review of Electrical Safety Standards

RESOURCES

Teacher Resources Student Resources

Smartphone, laptop with internet connectivity Phone, tablet or PC with internet connectivity

PREVIOUS KNOWLEDGE – Students should be able to:

• Recall safety standards discussed in previous lessons.

OBJECTIVES

Cognitive Psychomotor Affective

At the end of the lesson students will be able to: At the end of the lesson students will be able to: At the end of the lesson students will be able
to:
 LESSON PLAN PAGE 2
1. Recall three safety procedures for 1. Create a list of three safety procedures 1. Follow safety standards when
working with electrical devices. for working with electrical devices. working with electrical devices.
(Knowledge) (Mechanism) (Value)

ASSESSMENT STRATEGY WITH OBJECTIVE

Cognitive/Psychomotor Assessment Strategy Affective Assessment Strategy

1. Recall three safety procedures Written feedback from students delivered 1. Follow safety
for working with electrical via WhatsApp. standards when
devices. (Knowledge) working with electrical
devices. (Value)

2. Create a list of three safety Written feedback from students delivered

procedures for working with via WhatsApp.
electrical devices. (Mechanism)

CRITICAL EMPLOYABILITY SKILLS

1. Communicate ideas and information.

2. Use technology.

SET INDUCTION

Greet students online via WhatsApp and inform them of when the lesson will be posted online.
(1 minute)

DESCRIPTION OF TEACHING/LEARNING ACTIVITIES:

Teacher Activities Student Expected Activities Est. time to complete

 LESSON PLAN PAGE 3
1. Share the link to safety video. 1. Access and view the video. 1. 5 minutes

2. After viewing the video create and share

2. Instruct students to create a list of three safety procedures for the list via WhatsApp.
working with electrical devices. 2. 5 minutes

3. Instruct students to review notes and/or conduct Google 3. Review notes and attempt the online
searches and attempt provided online quiz. Assist students via quiz. Ask for help from the teacher 3. 12 minutes
WhatsApp when help is sought. and/or collaborate with colleagues using
WhatsApp

CONTINGENCY PLAN

Teacher Activities Student Expected Activities Est. time to complete

Internet instability and device access may be a challenge. Students will access links and post work when 22 minutes
As such this lesson can be done purely asynchronously. After posting they have internet and device access.
links and instructions the teacher can engage with students at a later
time to provide feedback.

END OF LESSON ACTIVITIES

Closure to lesson:

T.S. (Transition Statement): In this lesson, we reviewed some electrical safety standards through recorded online video, chat and online
quizzes. (1 minute)

B.S. (Bridging Statement): In the next lesson we shall review basic electrical principles. (1 minute)