Developing an Integrated Curriculum; Systems, Structures, Processes and Some Tips

Developing an integrated, or rather, an integral, curriculum is essential to the future of education. Currently, teachers are struggling under the “overcrowded” curriculum as they frantically seek to deliver programmes of learning that meet all the expectations of schooling in the 21st century. The only way forward is to determine a Minimum Viable Curriculum by critically examining what has the most “pedagogical punch” and what maximises the effectiveness of students’ time and effort; and then carefully designing integral teaching and learning programmes that meet multiple valued outcomes in minimal learning experiences. 

Who will benefit from this course?

This course is for those who are seriously asking questions about how we meet the needs of all our students in these complex and uncertain times. It is not for the fainthearted because integrality is not a quick fix or a simple concept; and it is likely to challenge some deep seated beliefs about teaching, learning and curriculum. 

Location

Where: Amesbury School, Wellington.

Length: 1 full day – 9am–4pm.

When: Monday 12 August.

Price: $295 (includes morning tea, lunch and refreshments).

Places available: 15.

Register: Form

Course outline

You will:  

• explore the difference between an “integrated” curriculum and an “integral” curriculum
• explore what a Minimum Viable Curriculum might look like and how this links with the concept of local curriculum
• be introduced to the principles, processes and systems of designing integral learning experiences that “pack pedagogical punch”
• briefly look at what research suggests will pack the most pedagogical punch
• observe and critically think about an integral teaching and learning programme at Amesbury School
• explore barriers to developing an integral curriculum and what might support it
• with the support of the group, develop your own plan to get going in your school/classroom.

Facilitator: Lesley Murrihy with Urs Cunningham.