1. How can we deliver powerful Interdisciplinary Learning? Secondary Probationer Teachers Yvonne McBlain yvonne.mcblain@falkirk.gov.uk 01324 501985

2. Important Information The submission deadline for the interim profile is Monday 7 th December 2015. Please ensure everything is entered onto your profile and I have all the paperwork required to sign off. It is essential that I have all paperwork (ensuring it is signed) by Friday 4 th December. Please note you can bring it to the Group Meeting that week

3. Important Information Completed profile must contain: Personal Details verified – already signed off Timetable – already signed off IPDAP – already signed off 5 observations – 3 now completed and should be entered onto your profile 12 meetings – 6 already submitted by Oct (and hopefully signed off) CPD- currently ongoing Key Strengths and Development Needs PDAP

4. Learning Intentions: We are developing our ability to plan valuable interdisciplinary learning

5. Success Criteria? Participants will be able to: 1. Say why interdisciplinary learning is important 2. Describe how interdisciplinary learning fits with other aspects of classroom practice 3. Plan learning which progresses pupil understanding between or across curricular areas

6. Format : Group formation and concrete preparation Cognitive conflict – what is IDL? What makes strong IDL & how well are we doing it? Planning and delivering IDL together Linking IDL with the rest of your teaching

7. Group formation Take a card from the bag Look for your “matching” group – find a table & get comfy Introduce yourself – who you are, where you work, where you trained, how you are feeling at the moment… - 1 min each

8. Group Task Which image is the Odd One Out? Look at the images and come up with as many responses to the question as you can. Take turns to say why this is the odd one out Repeat for all other sets of images if time allows.

9. Co-operative learning methods Individual accountability – everyone gets their “voice on the table” – no-one can sit back and let the others do all of the work Group responsibility – making sure you contribute to the task in hand – making sure there is genuine co-operation Person who got up first this morning is number 1 – please number rest of your group Number 2 is resources person – collect table mat please

10. First big question What makes Curriculum for Excellence different from previous curricula? Place mat activity: 1.note your own thoughts in your space 2.discuss what these have in common, & how they are different – number 3 watch time – 5 mins for whole task 3.Number 4 please write your group thoughts as bullet points in the central space

12. CfE ÷ IDL = 1/4

13. Next big question Why is interdisciplinary learning such an important element of CfE? Number 2 - resource person collect paper and pens Round Robin discussion – number 1 take notes Number 3 – keep group on task (total time 4 mins) Number 4 scribe/artist – use writing or drawing to capture and communicate your final thoughts Random numbers from random groups will feed back

14. IDL as one of 1 of 4 Contexts IDL is one of the four contexts for learning. The others are: –Curriculum areas and subjects –Ethos and life of the school as a community –Opportunities for personal achievement These contexts often blend together within the overall design of the curriculum. Schools need an appropriate balance between IDL and discrete subject learning. Decisions about organising learning should be grounded in the principles of curriculum design.

15. Towards a “Flexible Framework” Developing a flexible whole school framework Four contexts for learning These will blend together within medium and short term planning. Each term there will be a balance between disciplinary and interdisciplinary learning: see whole school framework. Interdisciplinary learning. Curriculum area focus for interdisciplinary learning. Curriculum areas to be taught discretely. Learning through the ethos & life of the school. Opportunities for Personal Achievement.

16. Achieving a level Has achieved a breadth of learning across almost all of the experiences and outcomes for a level, including significant aspects of the curriculum area Has responded consistently well to the level of challenge set out in these experiences and outcomes Has moved forward to more challenging learning in some aspects Has applied what he/she has learned in new and unfamiliar contexts

17. 3 rd & 4th big questions 3.What is IDL? 4.What are the features of good practice in IDL? Choose either of the two co-op methods you’ve used so far to complete this task 5 mins?

18. Features of good practice in IDL Starts with the experiences and outcomes, carefully selected within a few curriculum areas. Clear success criteria focus the intended learning, within and across the experiences and outcomes. Connections between disciplines within the interdisciplinary learning are clear and meaningful. Learning does not become ‘lost’ within the context. Purpose, benefits and type of IDL are carefully considered and understood by all. Planning clearly shows where children are applying existing knowledge and understanding.

19. Features of good practice in IDL Children can discuss connections, compare and contrast contributions of different curriculum areas, use and develop higher-order thinking skills. Activities meet the varying learning needs of children. Progression is clear across the different curriculum areas. Assessment is planned as an integral part of learning and teaching, based around the success criteria Principles of curriculum design are used to inform teacher’s decisions about organising learning and their evaluations. Children can consolidate and extend their learning.

20. Areas for development? From your discussion, your scribe should record your main development needs on our master list on the wall You might have some ideas for next steps too? You might be able to say what kind of support would help you too?

21. Support & Ideas: Falkirk IDL Glow Group http://glo.li/103OdF4 IDL Central http://glo.li/1ftOaIZhttp://glo.li/103OdF4http://glo.li/1ftOaIZ Education Scotland Guidance http://glo.li/1fWHqDvhttp://glo.li/1fWHqDv Education Scotland Learning Journeys: http://glo.li/103NinR http://glo.li/103NinR

22. Key Message 2015 Updated Expectations 5.1 The Curriculum Staff are delivering a coherent experience providing progression and well-planned, joined up learning within the four aspects of the curriculum: well planned interdisciplinary projects and studies focus on a selection of Es & Os and support learners in making links across different aspects of their learning and build in opportunities for progression in knowledge and understanding and skills.

23. What is interdisciplinary learning? There are two broad types of interdisciplinary learning which often overlap. Learning planned to develop awareness and understanding of the connections and differences across subject areas and disciplines. This can be through the knowledge and skill content, the ways of working, thinking and arguing or the particular perspective of a subject or discipline. Using learning from different subjects and disciplines to explore a theme or an issue, meet a challenge, solve a problem or complete a final project. This can be achieved by providing a context that is real and relevant, to the learners, the school and its community Education Scotland website

24. Fruit salad or fruit smoothie?

25. How could this look? Graeme HS S2 English/Art & Design connection 1 week (3 periods) of English 8 periods of Art and Design Focus on the importance of imagery to both of these subjects Used the work of the Austrian artist Friedrich Hundertwasser

26. What was done exactly? LI & SC for this unit link to Experiences and Outcomes in Writing (LIT 3-20a, ENG 3-27a) and Art and Design (EXA 3-02a, 3-03a). Pupils studied & responded to the artist’s use of imagery, wrote a poem using imagery & created an art work in a choice of media. This art work included their poem in some way, & enhanced the imagery chosen to best effect. Pupils chose from a range of art and design skills and media to create their artwork. The project culminated in the display of the final pieces of art work & a short, informal talk on their work by each pupil.

27. Extract from teaching slide - English Today we are practising using imagery. We will look at paintings by Hundertwasser and use language to describe his images. By the end of this lesson I will: be able to use imagery to describe things I see.

28. Simile “Faces like potatoes.” Personification “The sky is crying tears. ” Metaphor “Flaming raindrops.” For example:

29. Let’s look at some plans Denny HS School are developing their type 1 IDL Looking for relevant connections which don’t need timetable changes LA bundling project Take some time to look at the plans Record 2 observations about these plans What’s your burning question or issue about these?

30. What is Interdisciplinary Learning? CHUNKY SOUP TYPE 2 Using knowledge/learning from different disciplines to explore a theme or issue, meet a challenge, or solve a problem – often something that matters to the class or the school or the local or wider community.

31. Braes HS – Type 2 IDL Re-visiting subject skills & knowledge from different perspectives deepens pupil understanding http://glo.li/1rh1mjJ Braes Anatomy – IDL Central blog

32. Bo’ness Academy Food for Thought projectFood for Thought Using subject skills in a real-life context lets pupils see why each subject matters HOW IS THIS EFFECTIVE TEACHING? It allows consolidation of skills & knowledge It can be used to progress learning

33. The NAR Planning Flowchart

34. Planning for progression 3-18 Working with partners across the local cluster. Develop a coherent overall plan for IDL. Set the place of IDL within the totality of the curriculum.

35. Progression To demonstrate that they are making progress within a level, or to demonstrate that they have achieved a level, learners need planned opportunities to show that they: have achieved a breadth of learning across the experiences and outcomes for a significant aspect of learning can respond to the level of challenge set out in these experiences and outcomes and are moving forward to more challenging learning in at least some aspects can apply what they have learned in new and unfamiliar situations. http://glo.li/1NS3vUo

36. How should we plan for IDL? 1)Think of where your learners are & need to be 2)Identify E & Os and/or P & Ps to progress their learning (bundle 2– 3 “subjects”) 3)Is there a context or theme which connects this learning? 4)Is there a particular teaching approach which will engage the learners & deepen their understanding? 5)Integrate principles of Curriculum Design 6)Build on prior learning 7)Integrate effective assessment 8)Ensure opportunities for learners to influence planning

37. 1.Use the E & O booklets to look for genuine connections 2.Think about contexts for learning (topics or themes) which you need to deliver 3.Consider the bundles of connected E & Os you deliver day in day out – are there other examples of these kinds of bundles which you could capture? How should we plan for IDL?

38. Find your bundle of Es & Os Not too many Might be about natural connections & overlap of subject content Might focus on transferable skills Could be about applying subject knowledge/skills to a context, problem or project Will this learning be deeper because it is linked than it would be if taught separately?

39. At a relevant point Share the bundle you have chosen with a peer group Tell them why you think these E & Os should be bundled Note any feedback they give you

40. Next steps and ideas? What do you think might be useful? Would you like to continue working on your bundle? Could you form a cluster bundling group? With or without support from me? Do you need a work space here or can you use your school? Methodology – rich task, pupil-led planning, storyline approach, big question, little question, skills development (HOTS) – watch out for further training in CPD Manager

41. Success Criteria? Participants will be able to: 1. Say why interdisciplinary learning is important 2. Describe how interdisciplinary learning fits with other aspects of classroom practice 3. Plan learning which progresses pupil understanding between or across curricular areas

42. Thanks for your participation!