{"id":1297,"date":"2020-09-15T14:18:21","date_gmt":"2020-09-15T14:18:21","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fa\/IDLCentral\/?p=1297"},"modified":"2025-12-02T15:57:43","modified_gmt":"2025-12-02T15:57:43","slug":"developments-with-curriculum-interdisciplinary-learning-and-national-support-during-our-recovery-phase","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/fa\/IDLCentral\/2020\/09\/15\/developments-with-curriculum-interdisciplinary-learning-and-national-support-during-our-recovery-phase\/","title":{"rendered":"Developments with curriculum, interdisciplinary learning and national support during our recovery phase"},"content":{"rendered":"

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This blog post flags up a shift in emphasis on interdisciplinary learning this session. It is an extract from a post made by Yvonne McBlain in the Falkirk SSI Team blog – whole post available by clicking here<\/a>. It may be useful to consider how these developments can run alongside our recovery planning.<\/p>\n

A link in the Scotland Learns document alerts us to a 2020-21 re-focus on Interdisciplinary Learning (click to visit this page<\/a>) which was partially inspired by\u00a0 “Pillars, Lintels and Foundations; a conference paper”. This paper used a metaphor for IDL, seeing it as the lintel which rested upon the pillars of disciplinary learning and the foundations of\u00a0 “routine competences, aptitudes, knowledge, skills and methods in and across subjects, including basic literacy and numeracy”<\/span>\u00a0 <\/em>(click here<\/a> to view the whole paper). The concluding paragraph which provides the rationale for this re-focus is shared below:<\/p>\n

Conclusions<\/em><\/span>
\nThe majority of learners would appear to progress through most or all of their education <\/em><\/span>without actively engaging in IDL, yet most jobs, even at graduate level, seldom require a<\/em><\/span>
\nbackground or qualification in any particular discipline. The transferable and higher-order skills that learners acquire throughout their education may be of more lasting importance. A systemic response to this challenge is required since the jobs of the 21st century will be <\/em><\/span>increasingly project-driven rather than discipline-driven and will require the collaborative<\/em><\/span>
\nengagement of generalists and specialists. Understanding a complex and rapidly changing <\/em><\/span>world requires a wide range of knowledge and an interdisciplinary perspective. It is, therefore, a responsibility of educators to try to ensure that learners become adept in both disciplinary and interdisciplinary learning.<\/em><\/span><\/p>\n

We are advised that this session Education Scotland will be developing the following IDL opportunities:<\/p>\n