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This unit speaks to the integration of a selected aspect of the curriculum at the Form One
level. It speaks to curriculum integration as an important for the reinforcing of curriculum
content, as students can transfer knowledge from one subject area to another for greater
retention of information.
A basic definition is offered by Humphreys (1981) when he states, "An integrated study is one in
which children broadly explore knowledge in various subjects related to certain aspects of their
environment". He sees links among the humanities, communication arts, natural sciences,
mathematics, social studies, music, and art and identifies skills and knowledge as being
developed and applied in more than one area of study. In keeping with this thematic definition,
Shoemaker defines an integrated curriculum as education that is organized in such a way that it
cuts across subject-matter lines, bringing together various aspects of the curriculum into
meaningful association to focus upon broad areas of study. Part 1 of this unit will outline an
integrated approach to curriculum delivery at the Form One level, between Social Studies and
VAPA to teach a lesson on Multicultural Society.
The school is fortunate to be outfitted with a VAPA building equipped with rooms for the
effective delivery of VAPA subject areas. There are two Art rooms, Music rooms and a
Drama/Dance room. All equipped with instruments and furniture to facilitate the delivery of
each discipline.
The topic to be integrated was Multicultural Society. The students were charged with the
task of presenting a song, dance or play a musical instrument from the ethic group to which they
were assigned.
The Dance/Drama teacher and one of the Music teachers were approached for their
assistance in the delivery of the group assignment. This was not a difficult task as these teachers
teach related topics in their curriculum delivery as they discussed the benefits to the students if
they were able to cover related topics across subject areas. As a result, they took the opportunity
to integrate this assignment into their scheme of work and evaluate the performance as part of
present to perform various examples of art forms that were brought to Trinidad and Tobago by
The students were then placed in groups and given the assignment to present some
cultural item that was brought to Trinidad and Tobago by their assigned ethnic group. In
conducting their research the students decided upon a cultural item they wished to perform.
Upon approval, I advised the VAPA teacher related to their choice, and the students were
assigned accordingly. The teachers assisted with the formulating of the concepts for the teaching
of the topic. The content in all subject areas were discussed and linkages were made for the
preparation and teaching of routines, songs and the playing of a musical instrument as it related
The groups would practice during their classes with the relevant teacher to perfect their
presentation. The group to present an East Indian cultural item chose to play the dholak. The
African group chose to do a bele dance; the European group learned a dance of Spanish origin;
and the Syrian and Chinese ethnic groups learned a song and dance respectively, representing the
ethnicities assigned.
The students were excited and practiced religiously to perfect their routine. An
appropriate date and time was selected for the lesson and all teachers involved were present to
This exercise was able to shed some light on the effectiveness of curriculum integration
and improved teacher relationships. In discussing the idea with the VAPA teachers, they
expressed feeling ostracised as their subject areas are often regarded as being of little
importance, or that they are the subjects assigned to the less academically inclined. As a result,
Curriculum integration can change that culture, and used as a tool for reinforcement,
given the interrelatedness of all subject areas. The students who participated in this exercise
were able to make linkages and remember the lessons, as they crossed various subjects as they
The challenge with curriculum integration is the passion that individual teachers
prescribe to for their subject area. The notion of some subject areas as holding esteem positions
of importance exists and as a result the teachers of these subjects view them as more important
than others. This hinders curriculum integration. There are teachers unable to regard subjects as
interrelated given their limited exposure to content across subject areas. This can be addressed
with proper curriculum management and collaboration by Heads of departments, which can be
Integration initiatives will foster staff collaboration and work relationships with the
This lesson was a clear example of how easily subject areas are interrelated and can be delivered
in like manner. Both the students and the teachers benefitted from integration as they both
obtained a greater understanding of content and how it can be applied to various subjects.