University of Technology Sydney

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 2025 is available in the Archives.

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

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

  • Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
  • Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
  • Exhibit high-level numeracy and literacies (GTS 2) (6.2)

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

Students will be supported to undertake authentic project-based learning and group work. This will be complemented by independent student reading and research, along with participation in online discussion. Other teaching and learning strategies will include lectures/lecturettes, case studies, videos, discussion of readings, short student-led presentations, interest-based investigations and collaborative writing. Students will receive ongoing, lecturer and peer feedback through discussion, presentation and project-based learning activities.

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 and f

Weight: 20%
Length:

5-7 minute group presentation (equivalent of 800 words)
Criteria linkages:
Criteria Weight (%) SLOs CILOs
a. Effective and creative communication of the key features of the integrated unit 30 a, c, d, e, f 6.2
b. Strength of rationale (supported by scholarly research) for using the proposed integrated unit in a school 40 a, b 2.1
c. Knowledge of relevant NSW syllabus documents and suitable strategies for assessment of student learning 30 b, d 1.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Plan for teaching and learning report

Objective(s):

d and g

Weight: 20%
Length:

You will submit an individual report of 700 words that critically evaluates the group work process and your contribution to the development and presentation of the integrated unit.

Your report will include two (2) parts.

PART 1

Part one (1) contributes to marking criterion (a).

Part 1 will demonstrate clear evidence of the effective collaborative strategies implemented as a group and individual to create, present and obtain feedback on the unit (450 words).

In these 450 words, you need to describe and critically evaluate the following:

  • What process you undertook to create your body of work (THINK ABOUT: timelines, meetings, editing, modes of communication)
  • How the unit was presented (THINK ABOUT: successes and suggested improvements from peer feedback).
  • Reflect on the role and responsibilities you assumed during the process (THINK ABOUT: the collaborative skills you demonstrated and developed). You can consider the challenges you experienced (if any) and how you overcame them.
  • Identify (what) three (3) most important collaborative skills you will take with you into your professional practice and justify your choices (why).

Remember to consider and include peer feedback you received on the presentation day.

This component allows you to give your personal perspective on group collaboration. The statement needs to be informed by what we have covered in this subject across the semester and the feedback provided by peers and the facilitator from the presentation day).

PART 2

Part two (2) contributes to marking criterion (b).

The 250-word statement will succinctly explain the benefits and challenges of integrated planning for teaching across the curriculum (THINK ABOUT: advantages, challenges, solutions, surprises of working collaboratively).
Criteria linkages:
Criteria Weight (%) SLOs CILOs
a. Clear evidence of effective collaborative strategies to create, present and obtain feedback on the unit 80 g 1.2
b. Apply critical analysis in planning and programming for teaching across the curriculum 20 d 2.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Analytical commentaries

Objective(s):

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

Weight: 60%
Length:

1200-words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
a. Clear identification, examination and evaluation of the key potential benefits and barriers to teaching across the curriculum 20 a, b, c, d, e, f 1.2
b. 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 2.1
c. Integration of relevant ideas from extensive reading (from set readings and beyond) 30 d, g 2.1
d. 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 at tutorials is important in this subject because it is based on a collaborative approach, which involves essential workshopping and interchange of ideas with other students and the tutor.

Required texts

There are no required texts for this subject.

Please ensure you read these important documents:

  • 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: UTS Coursework Assessment Policy and Procedures Manual

Recommended texts

There are two recommended texts for this subject:

Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curriculum. Association for Supervision and Curriculum Development.

This text is available at the UTS Library here and you will need to login to the Library website to access the book.

Brown, & Bousalis, R. (2018). Curriculum integration in contemporary teaching practice : emerging research and opportunities . IGI Publishing.

This text is available at the UTS Library here and you will need to login to the library website to access the book.

Additional readings and references are available on Canvas to assist in preparing assignments.

References

Bender, W. N. (2008). Differentiating instruction for students with learning disabilities: Best teaching practices for general and special educators. Corwin Press.

Erickson, H. L., & Lanning, L. A. (2013). Transitioning to concept-based curriculum and instruction: How to bring content and process together. Corwin Press.

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

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

Hinde, E. T. (2005). Revisiting curriculum integration: A fresh look at an old idea. The social studies, 96(3), 105-111.

Janes, K. H. (2014). Using the visual arts for cross-curricular teaching and learning: Imaginative ideas for the primary school. Routledge.

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

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38(2), 129-136.

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

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