Deepening learning and differentiation.

Designing multiple “pathways” (or parallels) to explore content — not necessarily mixing subjects, but offering different lenses (core, connections, practice, identity).

• Often used to extend or enrich learning, especially for advanced students.

• Teachers may collaborate within the same subject or coordinate across subjects to help students make broader connections.

• Students make connections between content and subjects

Collaboration Level- Optional (same or different subjects)

Subject Boundaries- Designed so that each subject maintains their own standards and activities but timelines and topics are aligned.

Example- Students in art explore identity through self-portraits, while English students write personal narratives on the same theme. Both classes run in parallel, deepening their understanding from different perspectives.

Linking related concepts or skills across subjects

Cross-disciplinary teaching connects subjects around a shared concept, theme, or skill, but each subject maintains its own focus and standards.

Teachers collaborate to align topics or timing so students see how ideas overlap.

Subjects remain distinct but complement each other.

Collaboration Level- Moderate

Subject Boundaries- Kept distinct but use other subjects to enhance understanding.

Example-
An art teacher and a science teacher plan lessons on patterns in nature. The art class studies visual design and the science class examines biological structures, showing connections between art and science.

Blending subjects into one cohesive unit

Integration means merging two or more disciplines into a single, unified lesson or project. Instead of separate subjects, learning happens through a shared experience or problem.

Teachers from different areas co-plan one lesson or project with shared learning goals.

Students use skills and knowledge from multiple subjects simultaneously.

Collaboration Level- High

Subject Boundaries- Each subject is equally emphasized with blurred boundaries

Examples-
Art and social studies teachers co-design a unit where students create murals illustrating historical events, combining artistic techniques with historical research in one cohesive project.

Embedding key skills or themes (like technology, ethics, or literacy) into another subject

An infused curriculum doesn’t merge subjects, but weaves specific skills or themes into existing lessons.

• Teachers integrate 21st-century skills, values, or perspectives into traditional subject content.

• It’s often used to infuse literacy, digital skills, or character education into all areas.

Collaboration Level- Low/Individual

Subject Boundaries- One subject remains a primary focus with other methods (not subjects) used to enhance the lesson.

Example-
An art teacher infuses technology by having students use digital design software to create posters about environmental awareness, blending art skills with tech and social responsibility.