 we are going to see about hard and slatter of integration. As we ascend above, there will be less emphasis on the disciplines or the departments. In this stage of isolation, departments or subject specialists organize their teaching in isolation with no consideration of other subjects. But in awareness, some mechanisms are in place whereby a teacher in one subject is made aware of what is covered in other subjects. In harmonization, teachers responsible for different courses communicate about their course. In nesting, the teacher includes within a subject-based course knowledge and skills relating to other subjects. Emporical coordination means the time table is adjusted so that related topics within subjects are scheduled at the same time. This is otherwise called as alignment. In sharing, some teaching is shared between departments. Correlation, in addition to the subject-based teaching, an integrated teaching session is introduced. In complementary approach, there is both subject-based and integrated teaching. But within integrated sessions, we reach the multidisciplinary stage where a number of subjects are brought together into a single course with an integrated theme but with the subjects clearly identified. Then the interdisciplinary approach where the subjects lose their identity in a new integrated program. Transdisciplinary, here the integration is built around the field of knowledge as exemplified in the real world rather than a theme.