Collaboration is a key feature of Interdisciplinary Learning (IDL) for educators, partners and learners alike. Many project-based learning approaches can be planned by individual teachers. But Interdisciplinary Learning makes that planning inherently a team sport.

Collaborative planning and co-designing the curriculum for an IDL project requires dedicated space and time to meet. Collaborative planning may happen in conjunction with other teachers and educators, across stages and subjects, other schools, outside partners, parents and learners.

Collaborative planning of IDL benefits from a clearly defined rationale and the process by using a curriculum design cycle and thinking skills framework. These two elements create a common language, shared goals and experiences which are inclusive and meaningful to educators, partners and learners. Otherwise, you risk a ramshackle collection of topics or subjects loosely around a theme, with no sense of ‘completion’ for learners.

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 do you ring-fence time and space for collaborative professional learning in your school or setting?

For example, do you regularly manage to timetable opportunities for curriculum planning and dialogue during staff meetings?

Session 2: What new strategies could you consider that facilitate more collaboration amongst educators?

For example, how could you use ideas such as speed dating, book clubs, or the design of learning provocations for IDL to bring educators together?

Session 3: How will you support staff who may struggle with the speed of change or the new demands that an emphasis on collaboration might require?

For example, could you use the example of allowing educators to plan individually or across shared online documents before sharing and making choices as a group?

Explore this resource

Bucksburn Academy, Aberdeen: A whole school model for autonomy

At Bucksburn Academy, a whole school community approach to collaboration has influenced curriculum design. Educators have found various ways to spot connections and plan for relevant and purposeful IDL units. In addition, the leadership team encourages staff to be autonomous and bold with the experimentation and innovation of IDL.

Autonomy is a critical element of collaborative professional learning. Educators need the trust and support from their leadership to empower them to make their own decisions and be bold with planning choices for curriculum design. Autonomy is a core part of the “FACE” model that Bucksburn Academy uses to improve learning and collaboration. The model involves:

Feedback – strategies for high-quality feedback

Autonomy – interdependence, not isolation; knowledge; attitudes; skills; and habits

Challenge – thinking skills frameworks related to powerful questions

Engagement – tools and techniques to increase levels of learner engagement in the classroom

The FACE model focuses on collaborative professional learning on specific aspects of learning and teaching. For example, educators use the FACE framework when visiting another classroom to observe practice and to help to choose a starting point for possible books at the school’s professional learning book club.

Key features of collaborative professional learning at Bucksburn Academy

• The FACE model emphasises autonomy and improving learning and teaching through collaborative professional learning.
• Opportunities for collaboration and planning are timetabled.
• Educators make connections across subjects in various ways: staff meetings, classroom visits, book club, and speed dating.
• The concept of a six-year curriculum has extended the vision and relevance of the choice of learner pathways that the school provides.
• Collaborative professional learning focuses on the impact on learners, and the community culture allows educators to experiment and learn from mistakes.
• Leadership is conscious of supporting different staff needs as they navigate change and transition.

Hazlehead Primary School, Aberdeen: Collective planning

Space, time, teacher autonomy and collective decision making are key areas for unlocking successful teacher collaboration.

With collaborative planning, Hazlehead Primary increased the quality of curriculum design for IDL and the engagement of educators. The experience of lockdown showed what is possible when there is increased space and time for collaboration. Shared dialogue, debate, and decision-making impacted learner pathways' depth, breadth, and relevance. As a result, staff meetings predominantly focus on the curriculum design and relevant contexts that most impact learning.

Key features of collaborative professional learning at Hazelhead Primary:

• Planning and dialogue about curriculum design are timetabled during staff meetings.
• Rich contexts and ‘big questions’ for IDL engage educators with collaborative curriculum design.
• The school leadership team encourages staff autonomy by not interfering with the collaborative planning process.
• Allowing individual teachers to focus on specific curriculum areas allows for more depth when these ideas are shared collectively.
• The staff see themselves as learners too. As a result, IDL units are co-designed with teachers and learners.

Download(s)

PDF file: The 8 Stages to Support Success (2.4 MB)

PDF file: Four Contexts Planning (2.4 MB)

PDF file: Case study in detail (497 KB)

PPT file: Discussion and practical activities (292 KB)

PDF file: Discussion and practical activities (227 KB)

Next steps

Tell us how it went:

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