Integrated approaches to curriculum planning and delivery are not a recent phenomenon. In the 1930s John Dewey advocated for a more cohesive conceptualisation of students' learning. Yet, despite state and national endorsement of curriculum integration in Australia, it is generally considered an alternative curriculum design that has failed to gain traction in Australian schools. A qualitative case study, situated in two inner city government schools in the state of Victoria, explored the integrative approaches undertaken by primary and secondary teachers when planning and implementing their curriculum to account for their students' needs, interests and the school and community context. The study identified that the establishment of a concept-based curriculum framework which documented the learning goals, assessment tasks and planned learning experiences sustained the teachers' focus on the cross disciplinary connections. A conceptual framework emerged as critical for generating the professional dialogue pivotal to planning and enacting integrated curriculum.