Research Aims

This research investigates interdisciplinary curriculum practices in secondary schools in Scotland. Global policies such as The 2030 Agenda for sustainable development (UN, 2015) emphasise the need for young people to be fully engaged in their learning, acquire key skills and knowledge by applying their learning within real life contexts. Within Scotland this is reflected in Curriculum for Excellence where Interdisciplinary Learning (IDL) is cited as one of the four contexts for learning. However, some studies suggest that a serious implementation gap exists and many teachers remain unsure about how to incorporate IDL into their own practice. (Harvie, 2018; Graham, 2019).

In this study, Glasgow City Council and the University of Glasgow partnered to conduct a research study in three secondary schools which were identified as have good practice in IDL. The study aimed to identify practical approaches schools took to implement IDL and the impact this work had on pupils, teachers and the wider school community.

Theoretical Framework

Harvie’s (2020) model of IDL was used as a theoretical framework to underpin the research. This framework was used to inform the questions that were asked during the focus group discussions, analyse the data and present the findings.

Methodology

This was a small-scale qualitative study which adopted a pragmatic constructivist approach. Three focus groups were conducted in each of the three participating secondary schools. Focus groups comprised of members of each school’s Senior Leadership Team, class teachers and pupils.

Findings

The study found benefits for students, teachers and the wider school community. These included cognitive advancement for students in the disciplinary areas, the development of students’ social, interpersonal and transferrable skills, improved relationships between teachers and pupils and increased teacher confidence in terms of curriculum design.

Relevance to the Conference theme and specific strand

Curriculum design for equitable teaching.