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Interviewer: What does integration in the NCS mean to you or how do you understand

integration? Mr .M: I believe, and I‟m positive in saying this. I Believe, That having clear systems in place make the learners see that what you are doing is not only important just for one specific learning area. Can I make use of an example? What happened was the learners were doing HIV and AIDS. They were asked how many people, to go get, gather information of how many people had HIV/AIDS. Now I think for me as a math teacher to integrate it with the Life Orientation lesson will be adequate because what I have seen is they were easily able to relate to how it functions in all learning areas.

Mr. M:

Is ironically in favour of integration, but mentions later that there are some

concepts that is pure mathematics and cannot be integrated with other learning areas.

Learning Areas

Classification

Recognition

Realization

Mathematics

F

S

W

EMS

W

S

F

Table 4.1: The integration classification between the learning areas

Teacher K display a strong recognition for the conceptual understanding of integration as captured during the interview and displayed at columns 163 and 164 of the transcripts in Appendix A and in relation to the curriculum of South Africa at the lower level classes.

Interviewer:

Ok. What does integration in the NCS mean to you?

Mrs K:

I would say where we, somehow inter link and intertwine the Learning Areas, where they somehow come to a certain Line and say this learning outcome of this learning area can go with this learning outcome of this learning area. That is how I understand integration.

The EMS teacher does not see any reason why there should not be integration taking place between the EMS and other learning areas.

Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion

of a Master of Education degree.

Page 39

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