1

Learners engage in R.I.C.H tasks.

Which means that we as teachers

Design tasks that are open-ended and R.I.C.H., that will have learners thinking deeply as they use aspects from across the curriculum (Real-life-like, Inspiring, Cross Curricular, High level of thinking).

So that our learners

Can make connections and transfer learning across multiple areas & purposes, and see that what they are learning has scope and value.

Prioritise this if you want your learners to:

Be engaged and interested in their learning.
Be learning about things that are important and that they are interested in.
Deepen their learning across all areas of the curriculum as they choose tasks they would like to do.
Make connections and transfer learning into multiple areas.
See that their learning has value beyond the classroom.

2

Literacy is made purposeful.

Which means that we as teachers

Design tasks to inspire our learners, and ensure there are opportunities within those tasks to focus on aspects of literacy.

So that our learners

“Learn by doing” as they apply their literacy learning in context for a reason or purpose, and see how important and useful literacy is.

Prioritise this if you want your learners to:

Understand why literacy is important to learn.
Value getting better at all aspects of literacy.
Be motivated to improve their literacy skills.
Know why they are learning what they are learning in literacy.
See how literacy is more than just reading & writing; it is about discovering & communicating.

3

Maths is made purposeful.

Which means that we as teachers

Design tasks to inspire our learners, and ensure there are opportunities within those tasks to focus on aspects of maths.

So that our learners

“Learn by doing” as they apply their maths learning in context for a reason or purpose, and see how important and useful maths is.

Prioritise this if you want your learners to:

Understand why maths is important to learn.
Value getting better at all aspects of maths so that they can use it in multiple ways.
Be motivated to improve their maths skills.
Know why they are learning what they are learning in maths.
See how maths is used in the ‘real world’ and how it is about how to apply concepts & skills to solve problems.

4

Teaching and learning are "Just in Time".

Which means that we as teachers

Support learners to use the curriculum to identify the learning that needs to be focused on at any point in time, as part of a a larger, more purposeful task.

So that our learners

Experience learning in context and learn what they need at the point in time when they need it, giving it more relevance and meaning to them.

Prioritise this if you want your learners to:

Have meaningful learning experiences.
Retain more about what they have learnt.
Understand what they are learning and why they are learning it.
Learn things that are important to them.
Have more agency in what they are doing.

5

Technology is integrated as a tool for learning.

Which means that we as teachers

Choose and use different technologies and types of technologies for different purposes.

So that our learners

See technology as a tool that can help them with a range of things and so they are able to make good choices.

Prioritise this if you want your learners to:

Become an informed and aware digital citizen.
Develop the skills to use a range of technology, purposefully.
Choose the best tech tool for the purpose.
Be mindful of when technology would be better put aside as other ways would be more effective.
See technology as a tool with a wide range of purposes, not just as an entertainment device.

What if integration is authentic?

Authentic Integration

The Five Elements

1

1

Learners engage in R.I.C.H tasks.

Which means that we as teachers

So that our learners

2

2

Literacy is made purposeful.

Which means that we as teachers

So that our learners

3

3

Maths is made purposeful.

Which means that we as teachers

So that our learners

4

4

Teaching and learning are "Just in Time".

Which means that we as teachers

So that our learners

5

5

Technology is integrated as a tool for learning.

Which means that we as teachers

So that our learners

What if there were resources to create an authentic integration?

The Approaches

Information

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