Category Archives: 2.1 Curriculum

My understanding of Interdisciplinary Learning so far…

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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.

 

New Module Motivation

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Yesterday we had our first input of our new module ‘Developing Effectiveness In Learning and Teaching’. The module aims to show us how we can ‘take learning beyond subject barriers’  known as Interdisciplinary Learning (IDL). This is where teachers plan to make appropriate links to other subjects across the curriculum to create a learning experience (Education Scotland, 2012).

I found the whole input very interesting and as the class discusseed their own IDL experiences at school I constantly found my mind getting carried away with hundreds of ideas I could use in my own practice. However, now the time has come for me to reflect on my own experinces I am at a stand still. I only remember some of the topics I covered in school such as Evacuees, The Victorians and Bridges etc. I recall very little about what activities and avenues we explored within these topics. The only memory that truly sticks out was when my class visited a mock victorian school.  We spent the morning dressed up as victorian children and were taught by a victorian teacher. We got to see the type of resources children in those days used and got to experience the harsh ways of victorian teachers. This experience was very exciting for me as I loved history and it was showing me clearer than ever what it was really like back then. From a professional perspective reflecting back on this I appreciate it is not always possible to go on school trips but it has got my imagination running wild with ways you can bring that aspect of realness into the classroom.

I have gone on to read Education Scotland’s CFE Briefing 4 ‘Interdisciplinary Learning’ which has given me a real insight into what IDL learning should look like in the classroom. The briefing emphasised the importance of careful planning of IDL ensuring the links are strong and are clearly planned through a few Experiences and Outcomes. It also suggested teachers should always call upon childrens previous knowledge and involve them in the planning too (Education Scotland, 2012).

Overall I am very motivated to learn more on this topic and look forward to further inputs.

 

References

  • Education Scotland (2012) CFE Briefings, 4 Interdisciplinary Learning. Availible at: https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/CfE%20Briefings. Accessed 18/08/18.

The Role of Knowledge in the Curriculum

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After many hours of reading articles about powerful knowledge I was struggling to get a grasp on what this term means. However, I am hoping by combining my notes in this post, that by the end I will have a clearer understanding.

What is Powerful Knowledge??

Powerful Knowledge was a concept introduced by a curricular theorist named Michael Young who was on a mission to determine what should be included in a curriculum. What I believe Young means by this term is knowledge that you would not have access to out with formal education/ teaching (Roberts 2014). He also emphasised that this knowledge is specific to subjects and is not related to prior experiences or everyday knowledge (Young, 2013). He believed this knowledge was important as it give pupils access to new understanding and new ways of thinking.

What are the arguments for powerful knowledge in the classroom??

Some of the positives to powerful knowledge in the classroom is that it helps give stability to teachers and pupils. It clearly indicated what content is being learned and what subject it is related too. Secondly, this type of knowledge is usually taught in a hierarchical way meaning that it is easier to plan and see progression in (Young, 2013). Finally, Young argues that a curriculum made up of powerful knowledge would provide national coherence as it would ensure every child is being taught the same thing. He continues to explain that if teachers use children’s home experiences’ as a starting point for teaching then different things would be being taught across the nation. This could also lead to inequalities as he explains that some children would have access to ‘better knowledge’ (Young, 2013).

What are the arguments against powerful knowledge??

 Young believes that powerful knowledge should be separate from every day experiences. However, he acknowledges that the practical implications of not linking knowledge to children’s experiences could cause them to be less interested and less motivated to learn (Young, 2013). This links with Vygotsky’s theory of ‘Spontaneous Concepts and Scientific Concepts’ discussed in Roberts (2014). Vygotsky explains that a spontaneous concept is when a child learns something subconsciously through everyday experiences. On the other hand, scientific concepts are learnt through instruction from a teacher. Vygotsky proposes that these two concepts are linked and work together to consolidate concepts and enhance further learning (Roberts, 2014). This therefore supports the argument for linking knowledge with everyday experiences to support the child understanding and progress their learning. It could also be argued that it is not possible for a curriculum to put an end to educational inequalities and that there are many other factors that cause geographical educational inequalities.

 My thoughts on knowledge in the classroom/ curriculum…

 I am glad to say that I now feel I have a much better understanding of powerful knowledge and its place in the curriculum.

I acknowledge that powerful knowledge is fundamental to learning and therefore must be included in the curriculum and classroom. However, I do not agree that this knowledge should be kept separate from other important aspects of the curriculum such as every day experiences and the development of skills. From my own experience as a learner I know that if new concepts are linked to things I experience in everyday life I will find it much easier to understand and remember in the future.

The Curriculum for Excellences Experiences and Outcomes give perfect examples of how the two can be combined;

I explore and discover the interesting features of my local environment to develop an awareness of the world around me. SOC 0-07a  (Education Scotland, 2016)

 This incorporates knowledge such as the name of the features, how they came to be there etc but also links it to the child’s life.

Overall, I believe teaching should be meaningful and memorable. Nobody likes to sit and listen to facts all day…

 

 

References

  • Education Scotland (2016)  Experiences and Outcomes, Social Studies. Available at: https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes#soc ( Accessed 12/09/18)
  • Roberts, M (2014) ‘ Powerful knowledge and geographical education’ , The curriculum journal, Vol 25(2), pp. 187- 209.
  • Young, M (2013) ‘Overcoming the crisis in curriculum theory: a knowledge-based approach’, Journal of Curriculum Studies,45(2), pp.101-118.

 

 

 

 

Dance… love it or hate it?

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Friday mornings dance workshop gave me a whole new perspective on the subject I once did anything to avoid. I have no previous experience of dance and always thought it was not for me. This, combined with the fear of making a fool of myself left me ‘hating it’ throughout my childhood.

However, after Friday’s workshop I began to realise I can no longer be the child scared of making a fool of themselves. I need to be an adult; A teacher that inspires children with full confidence in the subject. The workshop highlighted to me the importance of this subject in the curriculum. I believe if dance had been part of the curriculum when I was in primary school this would have given me the chance to try it and learn some basics.  By the time it became part of the curriculum when I was in secondary school many children had thrived in outside school dance clubs and I still had no experience. This has motivated as a future teacher to give every child a chance to try out dancing and inspire them continue it into later life.

But why bother you may ask?

After doing some reading on the ‘Get Scotland Dancing’ campaign and the Curriculam For Excellence Subject outcomes and experiences I have found dance is a huge part of Scotlands culture and brings in many important aspects of a child’s development. First, it helps the child develop their creativity through choreographing and demonstrating their feelings and ideas through a different media. Second, it is a very good and fun activity that can help towards children reaching their 60 minutes of physical activity a day. Finally, dance is a very social activity that builds on teamwork, cooperation and friendship all of which are very important for good mental wellbeing.

This new information got me motivated and inspired to teach dance in a successful and exciting way to all children. However, I am obviously facing some challenges due to my lack of experience. Therefore I am going to make a professional commitment to improving my knowledge of dance and my ability to teach it.  I plan on doing this through more reading, watching dance performances and fully participating in the dance workshops. I thoroughly enjoy physical activity therefore I know I can do this in order to make me a better teacher in the future.