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022603 Teaching Across the Curriculum

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2020 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade, no marks

There are course requisites for this subject. See access conditions.

Description

This subject focuses on the practical and creative ways in which teachers can incorporate aspects of the curriculum into integrated units. It is based on the philosophy that learning is most successful within meaningful contexts and when it is holistic rather than fragmented. Ways in which cross-curricular teaching can be programmed, assessed and evaluated are also explored. In recognition of the demands of programming for teachers, the integration of ICT is also examined.

Subject learning objectives (SLOs)

a. Creatively demonstrate how an integrated curriculum capitalises on the interdependent nature of subject disciplines
b. Explain how the integration of teaching across the curriculum reinforces student learning and enhances a sense of purpose within meaningful contexts
c. Explore the possibilities of teaching from a number of different perspectives
d. Apply critical analysis in planning and programming for teaching across the curriculum
e. Implement, manage and evaluate suitable learning experiences in an integrated curriculum
f. Explain the practical possibilities for teachers in the philosophical concept of holistic learning
g. Produce accurate and cohesive academic texts.

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional readiness

Graduates:

1.1) Know students and how they learn, with an ability to critically evaluate the physical, social and emotional dimensions of learners

1.4) Create and maintain supportive, well-managed and safe learning environments

1.5) Engage in professional learning, demonstrating problem solving and intellectual independence

2. Critical and creative inquiry

Graduates:

2.1) Enquire into and research practice to improve educational experiences and outcomes

2.2) Critically analyse and reflect on and synthesise theories of learning and teaching

3. International and intercultural engagement

Graduates:

3.1) Demonstrate extensive knowledge and respect for diverse societies, cultures and an ability to inform inclusive practices

6. Effective communication

Graduates:

6.2) Possess literacy and numeracy skills across a broad range of communication modes and technologies

This subject contributes towards the development of the following NSW Institute of Teachers teaching standards:

ELEMENT 1 TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS
Knowledge of NSW curriculum requirements:
1.1.3 Design and implement lesson sequences using knowledge of the NSW syllabus documents or other curriculum requirements of the Education Act.
Knowledge of information and communication technologies (ICT) in the following areas:
1.1.4 Demonstrate current knowledge and proficiency in the use of the following:

  • Basic operational skills
  • Information technology skills

ELEMENT 2 TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN
Knowledge of strategies for addressing student needs
2.1.5 Demonstrate knowledge and understanding of specific strategies for teaching:

  • Aboriginal and Torres Strait Islander students
  • Students with Special Education Needs
  • Non-English Speaking Background students
  • Students with Challenging Behaviours.

ELEMENT 3 TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING
Selection and organization of content
3.1.3 Select and organise subject/content in logical, sequential and structured ways to address student learning outcomes. Selection, development and use of materials and resources
3.1.4 Demonstrate knowledge of a range of appropriate and engaging resources and materials to support students’ learning. Assessment-Linking assessment to learning
3.1.5 Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes

ELEMENT 6 TEACHERS CONTINUALLY IMPROVE THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE
Capacity to analyse and reflect on practice
6.1.1 Demonstrate a capacity to reflect critically on and improve teaching practice.
6.1.5 Accept constructive feedback to improve and refine teaching and learning practices.

Teaching and learning strategies

A range of face-to-face and online activities will be used to support learning, including lecturer input, case studies, videos, discussion of readings, short presentations, postings on UTSOnline, interest-based investigations and collaborative writing. Students will receive ongoing peer and peer feedback through discussion, presentation and project-based learning activities. The subject will be characterised by student group work in relation to authentic project-based learning. Group work will be complemented by independent student reading and research, along with participation in online discussion. Guest speaker presentations from experts in the field of practice will be arranged, where possible and as relevant.

Content (topics)

  • Reasons for teaching across the curriculum.
  • Possible barriers to teaching across the curriculum.
  • The significance of context: making learning meaningful and giving it purpose, reinforcing learning and encouraging and fostering the development of practical inquiry learning and problem solving skills.
  • Planning and programming across the curriculum.
  • Developing resources across the curriculum.
  • Practical examples of teaching across specific discipline areas.

Assessment

Assessment task 1: Plan for teaching and learning

Objective(s):

a, b, c, d, e, f and g

Weight: 40%
Length:

Group: 10-minute group oral presentation (plus 5 minutes’ question) and a one-page (A3) infographic that summarises the unit of work.

Individual: 300 words summary of your individual contribution to this group assessment.

Criteria linkages:
Criteria Weight (%) SLOs CILOs
a. (Group) Effective and creative communication of the key features of the integrated unit 25 a, c, d, e, f 1.5
b. (Group) Strength of rationale (supported by scholarly research) for using the proposed integrated unit in a school 25 a, b 2.1
c. (Group) Knowledge of relevant NSW syllabus documents and suitable strategies for assessment of student learning 25 b, d 1.5
d. (Individual) Clear evidence of effective collaborative strategies to create, present and obtain feedback on the unit 25 g 1.4
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Learning journal

Objective(s):

a, b, c, d, e, f and g

Weight: 60%
Length:

1500 words (excluding your coversheet, artefacts and reference list)

Criteria linkages:
Criteria Weight (%) SLOs CILOs
a. Critical analysis of theoretical reasons behind teaching across the curriculum 15 a, b, c, d, e, f 2.1
b. Clear identification, examination and evaluation of the key potential benefits and barriers to teaching across the curriculum 15 a, b, c, d, e, f 2.2
c. Brief and thoughtful description of the reflection experiences, and strength of argument for the impact of this experience on future teaching practice 40 a, b, c, d, e, f 2.2
d. Integration of relevant ideas from extensive reading (from set readings and beyond) 20 d, g 2.1
e. Accuracy, clarity and cohesiveness of academic text using APA referencing 10 g 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance in the class-based component of this subject is compulsory because it based on a collaborative approach which involves essential workshopping and interchange of ideas with other students and the tutor. Unless an absence is approved, students who fail to attend at least 3 out of the 4 days of classes will be refused permission to have their final assessment item assessed (see Rule 3.8). An attendance roll will be taken at each class. It is your responsibility to ensure your name is recorded on the roll.

Required texts

A number of readings will be made available on UTSonline. Also, a list of references is on UTSonline that you should refer to in preparing assignments.

  • UTS Coursework Assessment Policy and Procedures Manual that may be downloaded at: http://www.gsu.uts.edu.au/policies/coursework-assessments.html
  • FASS Student Study Guide available at: https://www.uts.edu.au/sites/default/files/2018-01/FASS-Student-Study-Guide.pdf

References

Bender, W. (2008). Differentiating Instruction for Students with learning Disabilities (2nd ed.). London: Sage.

Bosma, B. & DeVries Guth, N. (Eds.) (1995). Children’s Literature in an Integrated Curriculum. Teachers College Press: Columbia.

Clark, E.T. (1997). Designing & Implementing an Integrated Curriculum: A Student- centred Approach. Brandon, VT: Holistic Education Press.

Clements, D. (2007). The International Baccalaureate Primary Years Programme: An effective model for inquiry and integrated curriculum. Curriculum Perspectives, 26,(1), 71 – 75.

Davis, O.L. (1997). The personal nature of curricular integration. Editorial. Journal of Curriculum and Supervision, 12(2), 95-97.

Erickson, H. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: SAGE/Corwin Press.

Erickson, H.L. & Lanning, L.A. (2014). Transitioning to concept-based curriculum and instruction: How to bring content and process together. Thousand Oaks, CA: SAGE/Corwin Press.

Etim, J. (Ed.) (2005). Curriculum Integration K-12 Theory and Practice. Maryland: University Press of America

Gaskins, I.W., et al. (1994). Integrating instruction of science, reading, and writing: Goals, teacher development, and assessment. Journal of Research in Science Teaching, 31(9), 1039-1056.

Fogarty, R. (2009). How to Integrate the Curricula (3rd ed.). Thousand Oaks, CA: SAGE. Fraser, S. (2000). Authentic Childhood: Experiencing Reggio Emilia in the classroom. Scarborough: Nelson Thomson Learning.?

Hargreaves, A. & Moore, S. (2000). Curriculum integration and classroom relevance: A study of teachers’ practice. Journal of Curriculum and Supervision, 15(2), 89-112.?

Heacox, D. (2002). Differentiating Instruction in the Regular Classroom: How to Teach All Learners, Grades 3-13. Minneapolis: Free Sprit Publishing.

Heacox, D. (2009). Making Differentiation a Habit. Minneapolis: Free Sprit Publishing.

Henschke, M. (1996). Curriculum integration. Curriculum Digest Research Paper. Department for Education & Children’s Services, Curriculum Division, SA.

Jacobs, H.H. (1989). The growing need for interdisciplinary curriculum content. In H.H. Jacobs (Ed.) Interdisciplinary curriculum: Design and implementation. Alexandria, VA: Association for Supervision and Curriculum Development.

Kieff, J.E., & Casbergue, R.M. (2000). Playful Learning and Teaching: Integrating Play into Preschool and Primary Programs. Boston: Allyn and Bacon.

Kite, L. (Ed.) (1996). Implementing cross-curricular approaches in schools. Canberra: Australian Curriculum Studies Association.

Kyrza, K., Duncan, A., & Stephens. (2010). Differentiation for Real Classrooms: Making it Simple, Making it Work. Thousand Oaks, CA: Corwin Press.

Matthews, M. & Cleary, P. (1993). The Integrated Curriculum in Use. Sydney: Ashton Scholastic.

Nicoll, V. (Ed.) (1996). May I See Your Program Please? Sydney: Primary English Teaching Association.

Parsons, M.J. (1998). Integrated curriculum and our paradigm of cognition in the arts. Studies in Arts Education, 39(2), 103-116.

Renzulli, J., & Reis, S. (2008). Enriching Curriculum for all Students (2nd ed.). Thousand Oaks, CA: Corwin Press.

Rowley, C., & Cooper, H. (Eds.). (2009). Cross-curricular approaches to Teaching and Learning. London: Sage.

Whitty, H. (Ed.). (2003). Changing Landscapes: Integrated teaching units. Sydney: Primary English Teaching Association.