Science
   Updated: Feb 2000


Education Department of WA


 
Teaching & Learning | Case Studies of Integrated Teaching | Duncraig SHS


School Snapshots - Duncraig Senior High School
Concept Charts and Small Integrated Investigations in Mathematics and Science

Duncraig Senior High School - Concept Charts

Diana McGrath is a Mathematics teacher for the Science and Mathematics Academic Talented Program (ATP) at Duncraig Senior High School. Diana explained that concept charts and integrated investigations contribute to cross curricular practice with the Year 8, 9 and 10 ATP students.

Concept Charts

The Mathematics and Science teachers at Duncraig Senior High School who teach the ATP students develop concept charts together in order to identify where integration can occur. This was done at the end of 1996 in preparation for the 1997 school year and updated early in 1997. The Science and Mathematics teachers also discussed and outlined what they were planning to do with the ATP students as a group.

Integrated Investigations

Every six or seven weeks, or about twice each term, Diana involves her ATP students in integrated Mathematics and Science investigations. Examples of such investigations include one on pendulums with the Year 8 group and road traffic investigation at a local street intersection that involved students in developing an hypothesis, procedure and evaluating their final assignment.

Diana found that the Year 8 students are better off with smaller, less time consuming investigations that take only one or two lessons. As the students progress to Year 9 and Year 10 they are able to complete longer, more complex investigations.

The Science and Mathematics teachers use the same framework with their students for designing and writing up investigations which contributes to continuity across the learning areas and facilitates integrated investigations.

Evaluation

The ATP students build up their own portfolio and include every test and a selection of material that reflects their learning including such things as assessment tasks other than tests, projects and investigations.

Because the portfolio system worked so well with the ATP students the rest of the Mathematics department (Years 8-12) introduced them in 1997. Outcomes are used to evaluate Year 8 investigations in Mathematics. Parents are presented with the portfolio of work and a statement of outcomes achieved as well as a grade.

Factors Facilitating Integration

  • Time provided in 1995 for teachers to sit down together and plan. In term 4, 1996, when the Year 12 students had finished, the ATP teachers had joint planning time.

  • Diana was involved in writing the Mathematics framework for ATP and therefore had an intimate knowledge of what was expected.

  • The school administration value and support the ATP program, largely because these students are the high Tertiary Entrance Examination achievers.

Difficulties

  • Turnover of staff makes planning difficult - in 1997, four of the six ATP teachers were new to the school.

  • Some Mathematics and Science teachers felt that the integration approach was imposed.

  • The focus on Maths and Science for the ATP program is perceived as being contrived. Duncraig SHS used to be ATP across all subjects, but now it is only Mathematics and Science. Many of the ATP students are good at all subjects and the teachers feel they need enrichment in all curriculum areas, not just Mathematics and Science.

  • Teaching out of the teacher's area of expertise is difficult.

Other Comments

  • In 1997 there was no time set aside for planning and it is possible that integration will die out if there is not time for planning.

  • A day at the end of term one is beneficial to review the plans established the year before.

  • It would be an advantage to have someone who is strong in both learning areas (Mathematics and Science) to help plan and teach in an integrated way. Integration would happen naturally in this situation and there wouldn't be the problem of one subject being stronger.

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