Curriculum Integration Report
Click icons to open lesson plan and related PowerPoint
Introduction to the Integration
For this curriculum integration task, I collaborated with the Information Technology teacher, Ms. Mohammed, to co-develop and deliver a Form 4 lesson on branding and creating logos.
​
The lesson integrated content from Principles of Business and IT, offering students the opportunity to explore branding concepts and apply them through digital logo design. Branding was chosen as it provided an interdisciplinary link as branding is a marketing tool and a practical, design-based task. Students connected theory to real-world practice by creating a brand identity for a fictional company using digital tools. The integration also supported creativity, problem-solving, and presentation and communication skills.
Model of Integration
We used the interdisciplinary model of curriculum integration, where two distinct subject areas are combined through a common theme. According to Drake and Burns (2004), this model increases relevance and helps students make meaningful connections between school and real-life experiences. Rather than teaching subjects in isolation, it encourages holistic understanding.
​
Beane (1997) supports this approach, highlighting that interdisciplinary tasks reflect how individuals solve problems in the real world. In this lesson, students were required to analyse, plan, and create. They explored how colour, font, and symbolism influence brand identity and applied those concepts using Canva and PowerPoint.
​
Scaffolding was used throughout: the lesson began with a structured logo critique, followed by teacher modelling of branding principles, then software tutorials, and finally student-led logo creation. This gradual release allowed students to build confidence and independence, aligning with Vygotsky’s Zone of Proximal Development and Rosenshine’s principles of instruction.
Planning the Integration with the IT Teacher
Planning began over WhatsApp during the Easter break and continued with in person meetings in the first week of school. We analysed the CSEC POB and IT syllabuses and identified branding as a suitable topic appearing in both subjects and for the level of students. I focused on brand identity, symbolism, and positioning, while Ms. Mohammed (IT Teacher) selected design tools and digital resources.
​
As Ms. Mohammed is a relatively new teacher, I explained how Dip Ed lesson plans differ from those typically used in schools. Dip Ed plans require deeper alignment with learning objectives, structured assessment strategies, student-centered activities, and the integration of both cognitive and affective domains. While this approach is more demanding, it fosters more purposeful and reflective teaching. This moment of knowledge sharing was a valuable aspect of our collaboration, contributing to mutual professional growth and strengthening the overall planning process.
​
We co-created a lesson flowchart that included six parts: a gallery walk with logo analysis, discussion of branding theory, introduction to Canva and PowerPoint, logo creation in pairs, student presentations, and written reflection. I led the theory-based branding portion, and Ms. Mohammed facilitated the digital design segment.
​
Although we did not create a formal rubric, success criteria were embedded in the lesson plan. These included visual relevance, clarity, and alignment with business goals. In hindsight, developing a rubric would have strengthened the clarity of assessment. Despite being time consuming, the planning process was rewarding and enhanced both professional growth and collaboration.
Description of the Integrated Lesson
The lesson took place over an 80-minute double period with a Form 4 POB class; 23 students present. We began with a gallery walk: students viewed sample logos and completed a guided worksheet evaluating colour use, symbolism, simplicity, and relevance to business goals. This activity introduced key branding principles in a concrete, student-centered way. Students were guided by prompts such as “Which logo stands out most and why?” and “What emotion does the colour or shape suggest?” to encourage peer discussion and visual analysis.
​
Next, I facilitated a discussion on branding theory, including the purpose of a logo, how it supports brand identity, and the role of consistency and differentiation. Students shared examples of familiar brands and discussed what made each one effective. Concepts like target market and emotional appeal were emphasized.
Ms. Mohammed then introduced the digital tools: Canva and PowerPoint through a brief tutorial. She showed students how to select templates, customize icons and text, and use colour schemes effectively. Students practiced with the software before beginning their project.
​
Each group created their fictional business profile. They designed a logo that aligned with their brand’s goals. During the design process, we circulated to offer feedback and clarify expectations.
​
Throughout the planning, Ms. Mohammed and I regularly reviewed and refined the lesson structure, adjusting pacing and scaffolding based on our subject strengths. We shared Google Docs and annotated lesson materials asynchronously, which helped us stay aligned despite schedule constraints. There was mutual respect for each other’s expertise, she trusted me to guide the business content while I relied on her technical advice for Canva and PowerPoint. We also co-developed prompts and questions to ensure cognitive depth across both subject areas.
​
Following the creation phase, students presented their logos to the class, explaining how their choices reflected branding strategies. Peers provided structured feedback based on agreed-upon criteria. Finally, students completed an individual written reflection, discussing what they learned, how the lesson helped them understand branding, and what challenges they faced during the activity. Reflection questions also encouraged students to consider what their brand represented emotionally and what values it communicated beyond a product or service.
This lesson successfully met the objectives of both POB and IT by combining conceptual understanding with digital skill-building. Students were highly engaged, demonstrated improved content knowledge, and gained confidence in applying design tools. Some even expressed interest in using their logos for real business ventures. The integration not only supported subject mastery but inspired creativity, critical thinking, and future exploration.
​
On reflection, our collaboration was effective in blending technical and conceptual goals, and our students benefited from a unified learning experience. However, we noted that an English Language teacher could have helped students better express their ideas during the presentation and written reflection stages. In the future, we plan to include her in cross-subject planning. Additionally, we realized the importance of building in more time for joint assessment planning and feedback to students.
​
​
References
Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. Teachers College Press.
Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curriculum. ASCD.
Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12–19.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.