An integrated curriculum offers a way of designing and structuring a school curriculum organised in terms of topics and themes, rather than a more traditional subject-based approach. It has been attempted in many systems, periodically attracting educationists and curriculum planners around the world and becoming a trend in curriculum and educational knowledge restructuring. Its protagonists, including some educational researchers and theorists, intend it to focus on its claimed advantages and capacity to enhance quality education. Change in the form of knowledge structure leads to change in pedagogic modality in the direction of one which emphasises ways of knowing, employing new teaching and learning methods. Yet, despite the widespread appeal of curriculum integration there is no agreement as to what can be integrated or how it can be achieved. An examination of the literature shows that there is lack of consensus on two main issues. First, as with "curriculum" there is no one agreed definition or meaning and secondly, there are no specific methods for its establishment in school practice. This paper aims to review the literature on the integrated curriculum in three sections. The first focuses upon definitions, aims and features of "integrated curriculum", and the second discusses different models of curriculum integration and the third is devoted to review of Bernstein's work and particularly his theory of curriculum and pedagogic practices.
Najah Al Ramahi, Ajman University of Science and Technology, UAE
Stream: Curriculum research and development
This paper is part of the ECE2015 Conference Proceedings (View)
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