Subject integration
This opportunity relates to the four curricular forms model specifically the largest form of ‘transdisciplinary investigations’ in approaches to programming or designing learning (Seaton in PETA, 2002, p.95). It relates to the importance of a central ‘integrating device’ being an issue or resource of interest or substance, i.e. literature, to act as the common thread which elicits deeper and more insightful engagements with learning and knowledge across discipline or subject areas (p. 98). There is an important focus on exploring and engaging with literature using the four resources model to make connections between texts, self, the world and learning across discipline areas (p.99). As Van Westenbrugge (2009) infers, literature has the capacity to break down the confines of subject content and enables connections between other worlds in other subjects (p.186).
Using Literature to Support Exploration and Abstraction of a Central Concept or Theme:
A selection of literature connected to a central theme or concept where careful
consideration is given to the sequence of text explorations has the capacity to
deepen student understanding and conceptions/perspectives about an
issue/concept.
Example
The concept or sociocultural issues surrounding the experience of ‘refugees’ could be explored through a series of texts to scaffold and then deepen students cultural and historical understanding of this HSIE related concept.
1. Start with the text ‘Refugees’ by David Miller to establish concept/understanding of experience through animals.
2. This could be followed by reading and exploration of the text ‘Ziba Came on a Boat’ by Liz Lofthouse which adds a human and descriptive dimension to a child’s experience as a refugee.
3. As a further exploration of a refugee child's experience travelling and settling in Australia a shared reading of the text 'The Little Refugee' by Anh Do will enable students to explore the issues related to both the journey of a refugee and the problems faced when settling in a new and unknown country for a family and child.
4. To deepen students thinking and understanding further, exploration of the text, ‘The Arrival’ by Shaun Tan which presents an abstract and multimodal (visual, wordless text) exploration of the issues, emotions and concerns related to the experiences of refugees would elicit a greater depth of understanding brought about students’ interaction with the previous literature around the
concept.
consideration is given to the sequence of text explorations has the capacity to
deepen student understanding and conceptions/perspectives about an
issue/concept.
Example
The concept or sociocultural issues surrounding the experience of ‘refugees’ could be explored through a series of texts to scaffold and then deepen students cultural and historical understanding of this HSIE related concept.
1. Start with the text ‘Refugees’ by David Miller to establish concept/understanding of experience through animals.
2. This could be followed by reading and exploration of the text ‘Ziba Came on a Boat’ by Liz Lofthouse which adds a human and descriptive dimension to a child’s experience as a refugee.
3. As a further exploration of a refugee child's experience travelling and settling in Australia a shared reading of the text 'The Little Refugee' by Anh Do will enable students to explore the issues related to both the journey of a refugee and the problems faced when settling in a new and unknown country for a family and child.
4. To deepen students thinking and understanding further, exploration of the text, ‘The Arrival’ by Shaun Tan which presents an abstract and multimodal (visual, wordless text) exploration of the issues, emotions and concerns related to the experiences of refugees would elicit a greater depth of understanding brought about students’ interaction with the previous literature around the
concept.