Get connected Interdisciplinary Learning in Grangemouth High School

Get connected …… Interdisciplinary Learning in Grangemouth High School

The IDL Challenge! (with prize!) • On your table is an A 3 sheet with two sets of Experiences and Outcomes • Only one of the sets of Es&Os is an example of genuine IDL…… • Working as a Faculty team, can you work out which of the plans it is? • The first group to guess correctly AND explain why the plan is an example of IDL will win a prize! • You have 5 minutes…… • http: //www. online-stopwatch. com/

And the answer is…. . • Plan A • Why? • The Es and Os demonstrate there are clear and natural links between the different subjects in skills and/or knowledge • Today we will introduce you to “IDL bundling”!

What are we hoping to achieve today and beyond? 1. Develop a shared and consistent understanding of what IDL is across the school 2. Develop this through finding natural links in knowledge and skills using bundling of Es and Os 3. Share the resources we have created to support IDL planning 4. Support the development of IDL through your faculty champion

• Please use the post-its to record any questions, comments or observations about IDL as we take you through the session • Add them to the A 4 paper marked “IDL Questions” and we collect them at the end • The group will discuss these at our next meeting and share responses with all staff

IDL - The policy context • Building the Curriculum 3 (Bt. C 3). • “The curriculum should include space for learning beyond subject boundaries, so that children and young people can make connections between different areas of learning. Interdisciplinary studies, based upon groupings of experiences and outcomes from within and across curriculum areas, can provide relevant, challenging and enjoyable learning experiences and stimulating contexts to meet the varied needs of children and young people. ” • Cf. E Briefing 4 (page 2) • “It is a particularly useful way of promoting learning across the broad general education, as well as giving coherence to learning at the senior phase. ”

IDL – The policy context • Education Scotland Cf. E Statement, August 2016 (page 2) • “Do not spend time on IDL which does not provide opportunities to apply and deepen learning or is contrived. ” (Noted…. ) • “Plan interdisciplinary learning (IDL) to make natural links across learning. Be aware of what is happening in other subjects and make connections. ” (BGE timelines in place) • “Prioritise literacy, numeracy and health and wellbeing across the curriculum to ensure that all learners make the best possible progress. ” (Rof. A audit & action plan)

So what do we mean by IDL? • Possible misconceptions • Thematic work (can be IDL, but not in and of itself) • Themed days / weeks • Based on tenuous or contrived links between subjects

What do we mean by IDL? • Cf. E Briefing 4 identifies two possible approaches: 1. develop awareness and understanding of the connections and differences across subjects or curriculum areas. 2. to explore a theme or an issue, meet a challenge, solve a problem or complete a final project. The key point in either approach is to use the Es and Os to find the natural links • Features of good practice in IDL • Hand outs on tables for each teacher

What do we mean by IDL? • • • Interdisciplinary learning v Cross curricular …. Is there really a difference? • Collaboration is key “Cross-curricular projects are where one dept. get its pupils to carry out tasks using content from another curricular area but without necessarily involving the staff from that other area. E. g. Computing Science gets their S 1's to create a website on WW 1 after they have studied that in History teachers input not required after the topic has been taught. In Inter-Disciplinary Learning 2 or more subjects/areas get their pupils to work together on a project that spans those subjects/areas. E. g. Computing Science gets their S 1's to create a website on WW 1 and History teacher provides background at that time and gets pupils to work on their WW 1 websites in History class time. TES, January 2013

What do we mean by IDL? Whichever approach is taken, as a school we agree that effective IDL should: • Include active collaboration between teachers (starting with the IDL champions) • Be built on natural links between subjects as evidenced in the Experiences and Outcomes • Allow pupils to develop and show progression in their skills and/or knowledge by applying these in new and different ways

Potential benefits of effective IDL • Effective, well planned and relevant IDL can deepen learning through: 1. Helping pupils to make clear and explicit links across different subjects 2. Using these links to demonstrate a deeper understanding 3. Developing higher order thinking skills by applying them in different contexts and across subjects

What has the IDL group done to support IDL in Grangemouth High School? • Staff survey 15 -16 √ • Created tools to support planning: 1. S 1 -3 topic timelines by subject 2. IDL opportunities form completed by subjects based on the timelines 3. IDL planning template These resources can be found in: Shared for StaffSchool Improvement groupsIDL2015 -16 √ √ ? √

What is the role of your Faculty IDL champion? • • • Engage in professional reading Engage in research around “best practice” Share findings Work with IDL group to develop clear overview of IDL across the school Promote, encourage and support development of IDL in your Faculty Monitor, refresh and share S 1 -3 teaching timelines Work with Faculty identifying IDL priorities to explore Support Faculties in planning IDL Be the “go to” person in your Faculty for IDL questions In Faculties • (Cape and mask are optional) I IDL

Developing IDL through “bundling”? • “Bundling” is the combining of ES and Os that have clear, natural connections in skills and / or knowledge • Some subjects already “bundle” • For IDL, this process is applied across different subjects and could include Literacy, Numeracy and H&WB

IDL Bundle example • Amy Nicholl (HE) and Kirstie Young (Business) will now share an IDL plan they have recently created using the bundling process

Create your own “virtual bundle”! • Your Faculty IDL champion will now lead you through a bundling activity • The aim is to identify skills and/or knowledge in the Es and Os to find natural links between subjects for an IDL theme or project • This will be a “virtual” bundle in that you are not expected to deliver it (unless you really want to!)

Next steps for IDL 1. Continue to develop a shared understanding of IDL 2. Develop bundling process within and across Faculties 3. Each Faculty to create at least ONE completed IDL plan by the end of the current session, ready for delivery in 17/18 4. IDL champions and SIG group to support Faculty planning and help evaluate impact of plans

What were we hoping to achieve today and beyond? • Develop a shared and consistent understanding of what IDL is across the school • Develop this through finding natural links in knowledge and skills using bundling of Es and Os • Share the resources we have created to support IDL planning • Support the development of IDL through your faculty champion

Remember to use the post-its!

https: //www. youtube. com/watch? v=Qm 8 Cl. Rn. Vxt. E Why IDL? • “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. ” • Building the Curriculum 3