Curriculum Integration

Curriculum integration is widely embraced in policy and practice, often accompanied by bold claims of its benefits for learner outcomes. However, these assertions are rarely scrutinised against the available empirical evidence. This chapter examines the existing research on curriculum integration in primary classrooms, highlighting what the research does (and does not) tell us about its effectiveness in the classroom. Drawing on research syntheses, experimental studies, and quasi-experimental studies, it explores the impact of curriculum integration on various learning outcomes. While findings must be cautiously interpreted due to methodological limitations, certain features of high-quality integrated instruction, such as the use of meaningful conceptual links as an organisational framework and deliberate instructional sequencing, can support learning. However, more evidence is required to identify which forms of curriculum integration are comparatively more effective and if they support learning beyond standardised measures for literacy and numeracy. Taken together, these findings suggest that curriculum integration holds potential, but further research is required. The chapter concludes with implications for future research and current educational practice.