There has been growing interest to establish curriculum integration in secondary schools due the promotion of relevant contexts used in programmes. This project has examined the role of a STEAM programme with junior secondary school students using future focussed inquiries which included Science, Environment, Technology, the Arts, and Mathematics. To explore the potential role of STEAM programmes, a group of teachers from a New Zealand and a Japanese international school participated in a design-based intervention. While curriculum integration has been a feature of learning in many primary schools, secondary teachers who are usually subject specialists are faced with the challenge of how to design and facilitate cross-curricular inquiries using STEAM. To meet this challenge, the teachers and curriculum developers considered the interface between their conceptions of cross-curricular inquiry and taking practical steps to implement such a programme. The project investigated pedagogies to develop skills in cross-curricular project work, new themes to exemplify integrated STEAM learning, and a model of professional development that would support this approach.
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