Interdisciplinary learning is a planned approach to learning which uses links across different subjects or disciplines to enhance learning.
It promotes the development and application of what has been taught and learned in new and different ways. It provides opportunities for deepening learning, for example through exploring an issue, solving problems or completing a final project. It is an important approach at all levels of Curriculum for Excellence and can take place in curriculum areas and subjects, the ethos and life of the school and community, and a range of other opportunities for personal development.
Glashieburn use the following approaches to Interdiscplinary Learning…
• Practitioners find common ground between two or more subjects so that we can use it to explore an idea in depth, such as when the teaching of probability in mathematics is co-ordinated with science work on DNA and Genetics. In this way, learning is more relevant because learners gain a better understanding of a concept by appreciating its application in the real world.
Revisiting a concept or skill from different perspectives deepens understanding and can also make the curriculum more coherent and meaningful from the learners’ point of view. Interdisciplinary studies can also take advantage of opportunities to work with partners who are able to offer and support enriched learning experiences and opportunities for young people’s wider involvement in society.
• We provide whole school learning contexts that are real and relevant to the learners, the school and our community. The emphasis tends to be on the process of learning and exploration of the interaction between the subjects, not just on the context or theme.
• Our Spotlight Weeks are termly but not as part of an overall framework. They are carefully planned to ensure learners progress and achieve well in the medium and long term whilst casting a ‘spotlight’ on a specific aspect of learning.
Staff involve pupils in the planning to steer their IDL work and ensure the pupil’s key questions are explored. Staff then have a clear purpose for using one or other of the two approaches to interdisciplinary learning. Staff also plan collaboratively on Whole School themes especially across stages to link to Experiences and Outcomes in a relevant manner. Outside agencies and experiences can then be creatively planned for to benefit all children.
Three Year Whole School IDL Cycle at Glashieburn
Trip in a Time Machine ( Aug – Nov); Christmas ( Dec); Performers and Entertainers ( Jan – Apr); Growth (Apr- Jun); Choices and Changes (Jun-Jul)
There’s No Place Like Home ( Aug – Nov); Christmas ( Dec); May The Force Be With You ( Jan- Mar); Personal Projects (Mar-Apr) Money Makes The World Go Round (Apr- Jun); Choices and Changes (Jun-Jul)
Inventions and Discoveries ( Aug – Nov); Christmas ( Dec); World of Imagination ( Jan – Apr); Personal Projects (Mar-Apr); Our Wonderful World (Apr- Jun); Choices and Changes (Jun-Jul)