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        <div id="content-top1">Page 24 - Curriculum and Teaching in Physical Education and Geography: interdisciplinary and international perspectives</div>
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    <pre style="white-space:pre-line"><code>in  hills  offering  good  views  and  potential  for  orientation;  the  bus
                    should wait at a stop a bit further away so that students walk for a
                    longer  period  and  simultaneously  meet  the  objectives  of  physical
                    education,  for  example,  building  up  endurance;  at  specific  stops
                    teachers can initiate a  variety of physical/active  sports and games).
                    On excursions to particular mountainous/Alpine regions students can
                    be introduced to and learn traditional dances, manners and customs
                    that involve physical activity. In this way, students also  learn about
                    the cultural heritage of an area/region/landscape.
         Fieldwork   Teachers   can   organize   fieldwork   that   takes   place   in
                    a mountainous/hilly/Alpine  region  and  includes  active  learning
                    methods  (orientation  during  a  treasure  hunt,  involving  various
                    physical/sports activities; taking various measurements  – wind, path
                    of the Sun, rainfall etc.).
         Project    During  these  days  students  and  teachers  can  present  varied
         days,      geographic  content  (e.g.  Alpine  landscape,  alpine/mountainous
         activity   geographical   phenomena),   which   teachers   connect   with
         days,      physical/sports activities (climbing, mountaineering, mountain-biking,
         sports     walking, skiing, cross-county skiing, skating etc.). There is also a strong
         days       focus on raising awareness about conservation of nature, landscape
                    features  and  different  ways  of  orientating  oneself  on  maps  and  in
                    nature.
         Source: Ilc Klun et al., 2016; Resnik Planinc & Ilc Klun, 2016; Fridl & Resnik Planinc,
         2016.
         Discussion
         Factors  that  need  to  be  considered  in  an  integrated  curriculum  are  as  follows:
         common  definitions  of  terms  (such  as  theme,  strand,  or  outcome);  available
         resources; flexibility in scheduling; support services; subjects and concepts that will
         be integrated; links between integration and broader outcomes; curricular scope
         and sequence; how evaluation will occur; parent and community support; themes
         that promote the transfer of learning and connections and team planning time that
         is used to exchange information about content, students, special areas of teacher
         expertise, and teaching methods (Gehrke, 1991; Jacobs, 1989; Lipson et al., 1993;
         MacIver, 1990).
         It is important that teachers avoid themes of convenience that have no meaningful,
         larger concepts when they select themes. While an individual teacher may or may
         not have expertise in each content area, members of teacher  teams are able to
         work together to find connections that cut across single content areas (Lipson et
                                          22</code></pre>
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