AbstractInterest in curriculum integration (CI) has resurged recently as schools seek to bring together
knowledge from separate curriculum areas to create a more holistic, integrated learning experience
for students to address the demands of ‘twenty-first century’ learning. As the educational sciences
deliver new research on the role of the arts in cognitive development, educators are also refreshing
their perspective on what is termed ‘arts integration’. This study set out to investigate the
introduction of a curriculum integration model in a secondary school setting, focusing on the arts.
The findings indicate that collaborative learning became a powerful strategy for enhancing student’s
social and motivational skills, specifically that of compromise. For a Curriculum Integration model to
succeed in secondary schools there needs to be a paradigm shift in the way that secondary schools
structure their timetables and their learning environments.
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