This paper presents a methodological approach based on the use of complex networks to analyze the structure and content of curricula. We analyze the concept network built from the final year of a particular high school physics curriculum, as well as that of mathematics. We examine the most central nodes in each case, the community structures (coherent units or groupings), and the changes that occurred when the network was considered in isolation or integrated with mathematics. The results show that the integrated physics and mathematics network has a higher average degree compared to the individual networks, driven by numerous interdisciplinary connections. The modularity analysis indicates similarities with the original curriculum layout, as well as notable differences that may suggest alternative ways of organizing the content. The differences between separated and integrated networks also highlight the prominence of certain key concepts.