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After two days of talking about curriculum, integration, STEM, STEAM and HASS I am left with more questions than I started with. In some respects, the concept of curriculum integration is simple. It is after all something that Primary teachers almost take for granted. But for Senior and Tertiary educators the question of curriculum integration is inherently complex. At all levels questions emerge of what curriculum integration might achieve, what purposes it serves, what it could and should look like and how it should be supported by curriculum planners. In the current climate, with its debate around the role of education within an innovation economy, shaped by technology and confronting demands for a STEAM enabled workforce the shape of our curriculum is under pressure. 

There is a growing momentum in education driven by a desire to share our practice and learn from our colleagues. Increasingly teachers are finding ways to break free of their classrooms and share their ideas. Collaborations in the interests of unlocking the collective potential of the profession are spreading within and importantly between schools. For many these collaborative endeavours and desires are satisfied by online communities but for many the possibility for a face to face conversation is more alluring.

Earlier this year a group of teachers I work with explored the 'Eight Cultural Forces' identified by Ron Ritchhart of Harvard's Project Zero. In doing so we decided to focus on our use of the term learning instead of the word work. Our goal was to bring our language choices into the spotlight and explore how a more deliberate focus on learning might alter the culture of our classrooms. Two terms later this focus persists and it is worth reflecting on the effect that this has had.

As teachers we hope our lessons are engaging and that our students are engaged. We understand that positive learning experiences are more likely to occur when we are engaged cognitively and affectively by what we are doing and that when we are, new ideas and skills are more likely to stick. Engagement is an important consideration in learning and as such it is worth taking time to consider what it means to be engaged and perhaps how we bring the benefits of engagement to our teaching and our learning. 

For students engaging in creative personalised learning projects such as a 'Genius Hour' or 'Personal Passion project it can often be difficult for them to uncover the right project. Students have become so reliant upon their teachers to pose them problems that when they are given the option to explore one of their own design they don't know where to start. This is indeed a significant challenge as we know that our students will enter a workforce and world of learning beyond school where they must be active problem finders. How then might we provide the support they require without removing the opportunity for truly personalised exploration.  

With Glean PEMDAS (Please Excuse My Dear Aunt Sally), we present a math learning environment to help teachers extend students' understanding of order of operations concepts. Glean PEMDAS can be used to introduce Order of Operations, and is best applied to critical inquiry about application of order.

The goal of the Multiplication Tool is to help learners significantly improve their ability to multiply. To teach multiplication, this tool models three common solving methods, including Standard, Partial Products and Lattice. Students, or teachers, can choose the method they find most intuitive, or use the method they find most challenging.

This free site contains short Math animations that teachers can use in class.

Teachers' Belief and Use of Interactive Whiteboards for Teaching and Learning

Interactive whiteboards (IWB) allow science and math teachers to teach multi-sensory lessons, seamlessly jumping from one type of media to another. Interactive science or math lessons can easily integrate text, sound, video, and graphics based on the tactile nature of the IWB.

The polyvision wiki space is an online resource for teachers to collaborate and share ideas and lessons. Available resources: * Interactive websites (K-12) * RM Easiteach lesson examples * Suggested Resources: SAS Curriculum Pathways, Qwizdom, netTrekker, RM Education, Fablevision * Product Information * Video Tutorials * Technology Integration * User support materials

Searchable site of thousands of quality teaching resources, interactive resources, homework, exam and revision help. Useful for teachers, pupils and parents.

Interactive Fling the teacher Ancient Greece Activity

"Welcome to the Triptico website. The Triptico resource application currently contains 23 different interactive resources - all of which are easy to edit, adapt, save and share. Welcome to the Triptico website. The Triptico resource application currently contains 23 different interactive resources - all of which are easy to edit, adapt, save and share. You can access them all with one simple download... everything is completely free - and you will receive updates whenever new resources are added! You can access them all with one simple download... everything is completely free - and you will receive updates whenever new resources are added! Please contact me if you have any questions or feedback, David. "

Getting the most from your interactive whiteboard: A guide for primary schools This guide is specifically aimed at senior managers and teachers in primary schools, and includes practical classroom examples and case studies.

This Wikispace has been produced to produce an area to allow science teachers to share SMART board teaching resources that they have made with the aim of using them in science lessons. The files are intended for use with the National Curriculum within the United Kingdom. However, it is likely that they will be applicable elsewhere. The key features of this Wikispace are:

Spelling videos have been created for each of the 3000+ words in the National Spelling Bank, from which teachers can generate and assign a word list to their Key Stage 2 pupils. Memorable characters help to reinforce spelling concepts in an enjoyable way that will appeal to various

This paper will report on recent research at Keele University funded by the Nuffield Foundation, Becta and the TTA that has shown that teachers pass through a three stage developmental process.