Curriculum Integration Report

According to Pring (1973,p.135) integration is the incorporation of unity between forms

of knowledge and respective disciplines. Beane (2005) also states that integration involves

important issues to students and teachers in a meaningful way. Wolf and Brandt (1998) also states

that problem solving is enriched when students can make connections among several disciplines.

A skill in Accounting is that of problem solving and in order to achieve holistic learning and

provide opportunities for developing 21st century skills I decided to conduct curriculum

integration. In addition, Howard Gardener theory of multiple intelligences suggest that children

learn in different ways so curriculum integration will cater to this.

As all Form four students were in Mathematics, Accounting and Art the curriculum

integration would occur between Mathematics, Visual and Performing Arts and Principles of

Accounts and multidisciplinary approached will be used around a central theme of employee

earnings so that students can make connections to other subject areas. I had many discussions

separately with each teacher due to timing difference and family commitments. During discussions

we found there was a central theme and specific objectives that related in the syllabus. For instance

in Mathematics, there was consumer arithmetic which involved calculations of gross pay and net

pay and employee rates of pay. In VAPA more specifically the form 4 Art students, there was

graphic design via posters which included typography, layout and lettering where students could

choose a theme to creatively design posters.

It was also discussed what instructional objectives can be achieved so pre instructional

planning was done. As I would be teaching the topic alone due to heavy workloads by my
colleagues, I had to familiarize myself with Visual Arts – Typography, style, image, layout,

spacing and lettering so Mr Arvind gave me a crash course showing sample images from the

internet of expected outcomes and the incorporation of Accounting into posters and design. I also

gave him a crash course in Accounting. In Mathematics both Ms Seecharan and I re-oriented with

topics and calculations. As both teachers were currently teaching different topics it was decided to

wait until they were finished with their topics to attempt the curriculum integration.

All teachers used a myriad of teaching strategies such as guided learning, autonomous

learning, class discussions and collaborative learning. We all decided to try the approaches in our

classes.

Armed with all the knowledge needed I will be better able to explain to my students the

methodology to be used in class so they will be able to relate it to the other subject areas. All

teachers are currently planning this integration as it takes time.

As all three teachers were coordinating the delivery of the topic, we decided to use one

form of assessment for all classes. Since Mathematics and Accounting objectives were aligned

assessment will be based on information from the posters and for VAPA the graphic design used,

the lettering style, fonts used, angle of fonts and so on. As classes were online the students would

use Microsoft word or Adobe Spark or apps to download images and perform lettering however,

they will have to reproduce the drawing authentically using paint and canvas for their Art portfolio.

We all are in the process of reviewing and making changes to a common rubric for the theme.

References

Beane, J. (2005). A reason to teach: Creating classrooms of dignity and hope-The power of the
 democrative way. Portsmouth, NH: Heinemann.

Pring, R. (1973). Curriculum Integration- the Philosophy of Education. (Pp.123-149).

London: Oxford University Press.

Wolf, P., and Brandt, R. (1998). What do we know from brain research? Educational Leadership.

56 (3), 8-13.