Student-centred curriculum integration (CI) is a concept underpinned by democratic education. It places students at the centre of learning, involving them in classroom decisions and curriculum planning. Most research on this approach has been situated in the middle years, but this study focuses on primary schooling.This project examined what happened when three teachers, located in three New Zealand schools, explored the democratic principles and practices inherent in student-centred curriculum integration. The project utilised participatory action research (PAR) methodology supported by multiple data sources. The findings indicated that this form of curriculum design provides relevant, engaging and equitable learning environments. The teachers found that by slowly increasing the level of student inclusion they gained the confidence and competence to collaboratively co-construct curriculum with students.

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Student-centred approaches to learning are gaining increasing national and international attention. For many teachers, more democratic teaching designs require a shift in thinking and practice. This article looks at how teachers unfamiliar with these approaches might transition from a position of power to empowerment by exploring small, manageable changes in practice. It draws on a 9-month participatory action-based research project on student-centred curriculum integration and the teaching practice of the author.

In this paper I discuss the benefits of curriculum integration for gifted and talented students in the regular classroom setting. Although this approach to curriculum delivery enhances learning for all learners, the focus of this article is the gifted and talented student in this paper I begin bydescribing the approach and the teacher's role in the process I then explore how curriculum integration differentiates learning, enhances cultural inclusiveness and crosses traditional subject boundaries. Examples of integrated units are woven throughout this paper to illustrate how this approach can be implemented in practice.