Integrated Curriculum Models and their Effects on Teachers' Pedagogy Practices

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Abstract
There is increasing interest in how philosophy or overarching aims are articulated through the various planning stages to eventual teaching methodology. Accordingly, this paper analyses the interrelationship between teaching, learning and assessment through tracking the decision-making chain from teachers' intentions to the assessment of student outcomes. The context employs an integrated curriculum model, which attempts to link improving performance within activities with the development of an underpinning knowledge about performance-related concepts. The paper reports findings from 40 semi-structured and small group interviews with PE teachers and students in a purposeful sample of secondary schools in Scotland, all following a centrally defined integrated curriculum. Results highlight profound disparities in the pedagogy practices teachers adopt in attempting to translate a dictated `practical experiential' rationale into performance-led practice. Consequently, this paper provides discussion points for the further review of policy and related methodologies.

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