What is Interdisciplinary Learning?
Curriculum for Excellence’s Briefing 4 ‘Interdisciplinary Learning’ explains that ” the curriculum should make space for learning beyond subject boundaries” and that learners should be making connections between different subjects. This involves grouping together experiences and outcomes from across the curriculum (Education Scotland, 2012)
Barnes’ (2015)in his book ‘Cross -Curricular Learning 3-14’ explained that there are many different types of cross curricular learning, for example:
- Theme-based – Using a theme to explore several subjects. Barnes advises that this method works well with teachers who have a vast knowledge of the topic, however if they do not they can find themselves making weak links.
- Multi- disciplinary- involves using a single concept to explore different subjects but also using different subjects to understand the concept. In this method there is no link between the subjects being explored.
- Hierarchical – this method aims in achieving progression in one subject while using another subject to do this. Usually these other subjects are of the arts. Barnes stresses it is important to ensure these subjects do not get labeled as ‘less important’.
- Interdisciplinary – This where you are applying knowledge from various subjects to work on a topic/project or problem. In this model links are made between the subjects too.
(Barnes, 2015)
Benefits of Interdisciplinary Learning
- Strengthens motivation and promotes an inquisitive attitude
- Development of collaborative working skills
- Problem solving skills
- Engaging and memorable
(Humes, 2013)
- Empowers children to apply their knowledge and skills by showing them how they can be used In other ways
- Consolidates knowledge
(Education Scotland, 2012)
Advice for planning
Through my reading and lectures I have discovered that if not taught/planned correctly learning can be confusing, unconnected and temporary (Humes, 2013). Therefore I found the advice for planning extremely useful:
- Start with a few Experiences and Outcomes
- Ensure you are able to justify choosing these E’S & O’S
- Plan what you want to achieve form each session and next steps
- Reflect after each session to ensure you have not gone off track
- Involve children in planning to increase motivation
(Education Scotland, 2012)
- Assess in context
- Measure how well they can apply knowledge and skills
(Humes, 2013)
References
- Barnes, J (2013) Cross-curricular learning 3-14. SAGE: London
- Education Scotland (2012) CFE Briefing 4 Interdisciplinary Learning. Available at: https://education.gov.scot/Documents/cfe-briefing-4.pdf. (Accessed 25/09/18)
- Humes, W (2013) ‘Curriculum for excellence and interdisciplinary learning’, Scottish Educational review, 45(1), pp. 82-93.
