ABSTRACT
G. Rowe note that curriculum integration enables teachers to teach the 'whole child'. A variation of curriculum integration is where integration becomes more meaningful for the students concerned by having them involved in the planning of themes along with their teachers. This internal orientation refers to activities which are jointly planned and implemented by students and teachers. Martin-Kniep studied a number of curriculum integration projects in New York schools and noted that successes occurred infrequently because of lack of teacher training and support, difficulties in organizing team teaching and insufficient resources. They concluded that teachers had to make choices between 'significance' of content, 'coherence' in concepts or skills and 'relevance' to students. During the 1960s and 1970s when national curriculum projects were being completed in a number of countries, there was some financial support to undertake research studies on the projects. Two major integrated curriculum projects were the 'humanities project' and 'man: a course of study'.
