you cannot correlate to the context of within other Learning Areas. But, with regard to our school I would say, yes, you can see from the planning, because children bring homework or they get homework and it is related to one specific topic.
Hence, my analyses that the classification is not weak, neither is it strong and that place it in the category of being fair. Mr. M recognize that integration is suppose to take place between learning areas, but admit that he is not implementing the integration purposefully. Hence, my deduction that the recognition of integration between the learning areas by Mr. m to be strongly insulated and classified. It becomes confusing because in the next sentence Mr. says that there are thematic integration (Davidson, 1995) taking place because learners home work from different learning areas are linked with one topic as the themes. He recognized that the concept given are shared by the two learning areas, but argue that it is not made explicit to the learners how these concepts link in relation to the two learning areas. Mr. M makes explicit the fact that he is not making clear to the learners how concepts integrate and a form of tacit integration might be at the order of the day.
The EMS teacher (Mrs. K) recognizes and integrates the learning areas as far as she can, but implicitly so. She has a positive outlook on the integration of the learning areas and a high degree of understanding about the concepts and how they integrate between the two learning areas. The classification between the learning areas taken from the view of Mrs. K is therefore weak with a strong recognition and a fair realization, because her integration is implicit and not with intend.
mathematics teacher( Mr. M) in the admittance that mathematics do no allow for integration with other learning areas when it come to certain Assessment standards in the mathematics and EMS
Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion
of a Master of Education degree.