Within schooling there are centralised ideas which are basic fundamentals to the development of the individual child. Integrated courses involving science as the main component of the core allow for the whole curriculum to be seen as a unity within the present society. The total curriculum has not been defined within the essay itself, but the term covers the complete range of realms of meaning, from Kindergarten to Year 12. The orientation thus is on the 'whole learning experience' and this trend has been advocated in the official statement of aims. In any event, whatever is developed by the school is meant to be regarded in a holistic way. Primary schooling shows evidence of the total curriculum because of the basic core areas of Investigating, Communicating and Expressing. This is aided by the one teacher who can have unlimited flexibility and a variety of approaches, suitably adopted to the appropriate stage of development. This integration is not yet so in the secondary school because of the restrictions of the timetable and entrenched disciplines. However, the tacit removal of subject barriers is a genuine attempt to obtain some form of coordination. There is the suggestion that this total curriculum of learning experiences can be implemented via a transitional interdisciplinary, or multidisciplinary, or maybe an integrated approach in some isolated area. An alternate junior high school proposal could lead to developments in a different direction.