The best curriculum design begins at the local level, as close to learners as possible. Successful interdisciplinary learning strikes a balance between expectations and the starting point of learners. Learning has to meet the needs of the learners; it also has to address wider contextual expectations such as national guidance. A shift from ‘fitting’ expectations to ‘flexing’ them.

As the Scottish system seeks to empower learners by co-designing their learning pathways, there is a need to view ‘coverage’ from the learner’s perspective, not a syllabus. For example, a fixed learning objective for a group of 30 learners, which many educators have been using as a teaching approach for decades, is less compatible today with the flexibility one needs to design ever more personalised learner pathways.

How to use this resource

You can use the case studies to prepare for a short professional learning discussion that could form part of your weekly meeting or professional development slot. There are more developed Practical Activities that you can set aside planning time to explore alone or with colleagues.

You may wish to use these discussion prompts with your team or create an interdisciplinary learning session with colleagues from across your setting. Set aside three sessions to tackle each question in turn - use the time between sessions to research, experiment and probe further.

Session 1: How would planning look for IDL projects if you begin with the learner and unique context of your setting?

For example, what specific learners’ needs should you consider and opportunities for increased partnership working?

Session 2: What are the challenges you face in managing the coverage of Experiences and outcomes?

For example, would whole-school focus weeks and days be helpful as examples of how to bundle groups of Experiences and outcomes across the school year?

Session 3: How could you use the context of personal achievement as a cornerstone for IDL projects?

For example, how can you encourage diversity through academic and non-academic learning pathways, and amplify learners’ agency and achievements in meaningful ways?

Explore these examples

The Northern Alliance Regional Improvement Collaborative

The Northern Alliance team has found that effective curriculum design that starts with the learner makes a difference locally, too. Their approach connects educators and learners, solves problems, and relates to rights and the world of work.

Beginning with the learner impacts the focus and drive for the IDL projects. It is the interactions, experiences and spaces that matter. The schools design those so that they really do matter to young people - they don’t just design tasks so that they “hit” Experiences and outcomes.

Curriculum design becomes less about the teacher delivering the curriculum and more about a curriculum co-designed with and for the learners. Key features of balancing expectations and outcomes from the Northern Alliance curriculum development team:

• The curriculum design of IDL should start from both the learners' needs and the school's unique context.
• Educators may benefit from frameworks and suggested contexts to help guide an approach to curriculum design that is not led by an imperative to hit all the Experiences and outcomes as the starting point. The key is knowing your own needs, staff, and learners' needs.
• Truly knowing your school context takes time. Utilise the expertise in your community: learners, parents, community council, parent council, groups and businesses.
• Seeking out and developing a range of school partnerships is key to making IDL relevant, meaningful and tapping into expertise.
• Invest in collaborative professional learning and planning time to build confidence and develop the confidence to backwards map the curriculum.
• Evidence of high teacher and learner agency was matched with greater engagement, enthusiasm and relevance.

Glenelg Primary School, Highlands and Islands

Glenelg Primary School believes the four contexts for learning are a better starting point for curriculum design than starting with the experiences and outcomes.

The four contexts for learning allow the school to plan for IDL and student achievement. Furthermore, emphasising the unique community context has opened up many opportunities for partnership working. Rather than tracking every outcome, the school focuses on student achievement and attributes such as thinking skills and leadership.

Key features of balancing expectations and outcomes at Glenelg Primary School:

• The school begins its curriculum design process with the four contexts for learning, especially IDL and opportunities for personal achievement.
• The school has a very supportive local community and can use a diverse range of partnerships to strengthen IDL projects.
• The IDL projects have a strong emphasis on real-life learning problems and skills.
• The school carefully tracks Experiences and outcomes too, but they are not the starting point for curriculum design.
• Badges rewarding learners’ achievements link to their skills and experiences of IDL projects.

Download(s)

PDF file: Case study in detail (1 MB)

PPT file: Discussion and practical activities (598 KB)

PDF file: Learning across the four contexts at Glenelg Primary School (86 KB)

Next Steps

Tell us how it went:

• On social media, using the hashtag #curriculumstories
• By email curriculuminnovation@educationscotland.gov.scot