Planning for linkage and integration
Integrated learning, both within subjects and between curricular areas, is an important principle of the curriculum.
Linkage could take place
- within science: The science curriculum is presented in four strands. Teachers will find that studies based on the strand Living things will give rise to the consideration of topics delineated in Environmental awareness and care. It is through the strand and strand units of the science curriculum that the children will be provided with opportunities for the simultaneous development of skills and knowledge.
Integration could take place
- within SESE: Many opportunities exist for links to be made between science and geography.
The close alignment of skills outlined in the sections 'Working scientifically' and 'Geographical investigation skills' demonstrates how the processes of science can be applied to geographical investigations. There will also be opportunities during geography for pupils to undertake designing and making tasks as they construct models of environmental features.
The study of Living things will link to and complement the topics outlined in natural environments in the geography curriculum. The units defined in this strand, which are based on weather, rocks and soil, water and astronomy, should be planned so that the content objectives can be achieved through science and geography. The strand Environmental awareness and care is common to the science and the geography curricula.
Integrating science with other subject areas
The links between science and other curricular areas are highlighted in the curriculum. Science has special links with SPHE, visual arts, mathematics and language. In particular:
SPHE: The objectives of the strand unit 'Myself ' link with and are developed in the strand Myself in the SPHE curriculum
mathematics: The skills outlined in Working scientifically and Designing and making can contribute to the child's mathematical development. The problem-solving skills that children develop in mathematical contexts are relevant to the scientific approach to investigating the world Integrated learning
visual arts: The skills outlined in Designing and making and the tasks suggested in the exemplars in the science curriculum are equally dependent on the child's aesthetic awareness and craft-handling skills
language: Recording and communicating play an integral role in all stages of the scientific process. Science contributes to extending and refining pupils' vocabularies and encourages them to present their ideas and findings clearly and precisely in oral and written form.
Suggestions for integration
A number of possible themes through which different aspects of the SESE curriculum might be addressed in an integrated, cross-curricular approach are shown on the following pages. Further suggestions may be found in the Teacher Guidelines for History and the Teacher Guidelines for Geography.
The themes used are not prescriptive and have been chosen by way of illustration only.
The sample units include
- a unit of work from a scheme for infant classes. This table illustrates how the theme 'spring' can provide the focus for work incorporatingmany aspects of units from the SESE curricula. Links to other curricular areas are also indicated
- an integrated theme from a scheme for first and second classes. This topic web outlines how the theme 'clothes' can integrate aspects of units from SESE with other curricular areas
- a sample of an integrated science and geography theme suitable for middle classes
- a unit of work for fifth and sixth classes based on the theme of food. This theme provides for linkage within the strand units in the science curriculum and illustrates how integration with other curricular areas may be planned.
EXEMPLAR 6 - A thematic approach to planning in SESE (infant classes)
EXEMPLAR 7 - A thematic approach to planning (junior classes)
EXEMPLAR 8 - An integrated science and geography topic (middle classes)
EXEMPLAR 9 - A thematic approach to planning in SESE (senior classes)