Children acquire knowledge in different ways. For instance, in most cases children learn much through their friends and in some cases they learn entirely alone or through and with their family. Although, sometimes they when they are not aware of something they tend to copy, follow or do some trials particularly through play. This essay explores the integrated nature of EMA learning through enquiry in the primary school and assesses the primary school curricular model that have had debates over time about its purpose and aims for a considerable period of time. The essay particularly reflects on my work-based learning in E101 drawn upon enquiries that I carried out in Blocks 1 through five (Keynes, 2012:75). Reflecting on my engagement in inquiries on my E101 study, I felt conscious of teaching professionally as a teaching assistant and what the title of a teacher presents. In other words, I naturally used my organizational skills for preparation, planning and delivery of the lessons that take into consideration the different capabilities of each individual to make the session both achievable and positive. Foremost, during my enquiry period I found out that integrated learning is a very significant mode of teaching students particularly in the primary level. Integrated learning describes the movements towards integrated lessons that help students to make connections across the curricula. For instance, I found out that the concept of integrated learning differs greatly from the primary and the high school integrated curriculum. Nevertheless, I noted that the mode of teaching was very helpful because it allows the learners and the teacher to connect with daily life activities, leisure, travel and housekeeping, which reduces boredom upon the students and the teacher as well. Otherwise, one critical issue that was very much evident is that isolation of the learners from the society and the school destroys the most important ingredients that help them to build up the practical experience and interest in personal matter. Similarly, they help to build up on the preferences or rather to have an open-minded independent and creative personality. Most importantly, I found out that school concentrates mostly on routine procedures taught by imitation, repetition and memorization of facts not forgetting keeping discipline. On my personal view learning should not be something that a child or rather a student should do as inertia of tradition. Whatever children learn in school is minimal but may positively affect their lives with a firm foundation on what to build upon their broader understanding. Generally, the education that children learn in school is just a tip of the learning process. However, it can favorably affect the life of the children through provision of a solid foundation on which to give a broader understanding (Keynes, 2012:233). As noted during my enquiry period children learn in school and the mode of teaching that most of the teachers apply are indeed the most important aspects of their learning that the society who as professional educators has some sense of control.  In essence, children education needs a task that requires an adult guidance, although a planned curriculum cannot account for the children’s totality in learning when at school. In an effort to find out the basic requirements for a successful understanding of the learners it is crucial that E111 distinguishes the formal and the hidden curriculum, the latter being learning in school, which happens around and outside learning intended by adults. As it appears in E101 learning at school appears hidden from the perception of teachers and teaching assistance to young scholars. In light of this, it could be equal or much more than to plan for children’s teaching. Despite the fact that the curriculum presents a mandatory duty of the teachers, I realized that the outcome might be futile if the teachers do not involve the society for what children need to learn in school or otherwise the passing on of what is considerably the value of the culture at any given time. Most importantly, people may think that is an obvious thing for children to learn in a primary school but there is no standard agreement on what the curriculum for the primary school children should be like (Thompson, 2008:213). During my work-based learning in E101, I found out that crossing the subject boundaries engages the children much, more, which allows them to excel in their subjects. Creative arts particularly give the children a firm base to understand the academics as they refresh their minds and give room for them to grasp classroom lessons and apply in their daily lives. I also noted during E101 learning that presentation matters a lot particularly because different children proceed at different speeds for different subjects. For instance, some children are very fast in mathematics while some are fast in subjects like English (E. & M., 2006:265). The recommendations of