INTEGRATION IS KEY TO SCIENCE PROGRAM'S SUCCESS
by Tony Goss, Collier Primary School, Perth, WA

In the third year since the general introduction of Primary Investigations into WA primary schools, science teaching has come a long way.

Some of us did I Do Science, but it was not inspiring. It was seen to be too prescriptive, there was no inservicing, few were able or prepared to improvise, and it took second or third place to most other things.

Like its predecessor, Primary Investigations was initially panned from many quarters as being too prescriptive. But having become immersed in and delivering it to Collier Primary School for a couple of years, we can see that the possibilities are unlimited.

Children from lower primary grades, less orientated to weekly schedules, ask several times a week 'Are we having science today?'.

Primary Investigations works, is adaptable, both children and teachers enjoy it, and science is once again a vital and viable area of learning in all of our classrooms.

At Collier Primary School we have been blessed with a staffing situation which has allowed us to deliver science to most classes on a support basis for the last couple of years.

In this way at least five of our eight classroom teachers are being supported through a complete learning phase of the entire Primary Investigations program. Specific strategies are developed and reworked to suit individual teachers and various class profiles.

Minor changes are implemented to suit particular situations. Trial and error are integral. Whatever doesn't work well this year can be modified and will be more successful next year.

Most class teachers are impressed with what can be done, and with what individual children can do given the right circumstances.

Many are enthusiastic about the scope for integration into other learning areas, and the use of techniques and strategies developed through Primary Investigations in other group learning situations.

The fact remains, however, that a large amount of preparation is required, both physical and mental.

A fully stocked organiser (commercially available) and adequate supplies of disposable and 'found' materials are essential. But the most important commodities are time and attitude.

A properly supported coordinator with time to gather, prepare, advise, recycle and clean up is one way to go. An army of reliable, supportive and resilient parents would be great. A core of key parents sourced through a subcommittee of the P&C might be another possibility.

But from the classroom teacher's point of view, one vital component of Primary Investigations is integration. The individual classroom teacher cannot afford to spend the amount of time needed for preparation and clean-up, simply on a single science lesson each week. Yet the time spent could be well justified if each week's science was integrated into several other learning areas, although support and coordination would still be essential.

Encouragement and backup are vital to the successful implementation of this, one of the most practical and valuable innovations to become available to WA primary schools in a very long time.

Reprinted, with permission, from 'School Matters' (Issue no.18, 22 October 1997), published by the Education Department of Western Australia.