Intensive debate surrounds integration, pedagogy, and assessment in educational research. While these fundamental concepts have regularly been explored individually, they have rarely been considered in tandem with each other. Research (Burke & Lehane, 2023a, 2023b) to support the redevelopment of the Primary School Curriculum has highlighted a number of critical issues for their design and enactment, both individually and in concert. In this article, we chart the affordances and challenges of curriculum integration, highlighting principles that might inform its curricular and classroom implementation. The manifold perspectives on pedagogy are synthesised to highlight convergence and contradiction in the available literature. The crucial role of assessment in sustaining ongoing learning is outlined. In synthesising the literature from these areas, the article looks back and projects forwards, identifying meaningful innovations, potential issues and key implications for the coming period of curriculum reform.