PLANNING AND PROGRAMMING IN INTEGRATED CLASSES

Abstract

Intellectual, physical and psychological characteristics of younger students of primary school and their cognitive capabilities, are one of the main reasons for an integrated approach to planning, programming and implementation of the content of the teaching at this age. In the current educational work of so-called combined classes the work in the classroom is only formal, and in fact it is a special class work with groups of students who are assigned to one classroom. This kind of work offers opportunities that are focused on environmental benefits of working in an integrated classes. The school is not attended, on the contrary, one part of the day student lives in a school, and life doesn’t know fragmentary and fragmented content, life is woven of various types of integration, what’s more, integration as advantages. It is expected that the study, teaching and learning of the content, objects and phenomena of immediate reality as unity and interconnected unities in intergrated classes, will result with better working and learning outcomes. Instead of subjects differentiated, integrated curriculum should be organized according to the upbringing and education areas which include the subject contents, and planning and programming for the classroom activities in integrated classes should be conducted in a way that combines the content of learning in classes that forms an integrated classes. Binding should not be performed at all costs, because all of the learning contents cannot connect, nor it is necessary. The subject level contents of intergrated classes that cannot be interconnected, should be implemented as individual study or or link them at the level of the teaching areas.The paper offers a statistical representation of the possible approaches to planning and programming curriculum for integrated classes.