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.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade, no marksThere 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
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. This subject is taught via intensive block with 4 days; each day with 4.5 hours.
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: | 30% | ||||||||||||||||
| Length: | Unit plan using a provided template (maximum 1000 words) and 3-minute video. | ||||||||||||||||
| Criteria linkages: |
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: | 500 words summary of your individual contribution to the group assessment. | ||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Learning journal
| Objective(s): | a, b, c, d, e, f and g | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||||||
| Length: | 1200 words | ||||||||||||||||||||
| Criteria linkages: |
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. N. (2008). Differentiating instruction for students with learning disabilities: Best teaching practices for general and special educators. Corwin Press.
Brophy, J., & Alleman, J. (1991). A caveat: Curriculum integration isn't always a good idea. Educational Leadership, 49(2), 66.
Brown, S. & Bousalsi, R. (2018) Curriculum Integration in Contemporary Teaching Practice: Emerging Research and Opportunities. IGI-Global.
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. (2002). Differentiating Instruction in the Regular Classroom: How to Teach All Learners, Grades 3-13. Free Sprit Publishing.
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.