St Stephen’s High School, Inverclyde Interdisciplinary Learning Exemplar – The Ancient Egyptians A group of S1 pupils from St Stephen’s RC High School learn about the Ancient Egyptians through an interdisciplinary study. Staff in the History and Art and Design departments co‐operated to plan for the learning across the two disciplines. This exemplar outlines how this collaboration led to deeper, more meaningful learning for the young people. Context: St Stephen’s RC High School serves the community of Port Glasgow in Inverclyde. The young people study Ancient Egypt as part of their S1 History course. This study builds on previous knowledge and skills gained from the Making of Scotland project earlier in session. The S1 Art and Design course includes a project which investigates the influence of geometric pattern, colour theory and imagery used by the Ancient Egyptians which results in pupils creating and designing an Egyptian Death Mask. It is worth noting that formative assessment practices are firmly imbedded across the school and that peer and self assessment is in use across all departments. Making the connections across learning: Teachers in the History and Art departments explored the natural connections across both curriculum areas. They made some important adaptations to course content and timing to provide learners with an opportunity to study the Ancient Egyptians from the perspective of their two disciplines. 1 St Stephen’s High School, Inverclyde Learning and Teaching: interdisciplinary links Es and Os Success Criteria SOC 3‐04a  I can talk about and discuss elements of I can explain the similarities and differences between Ancient Egyptian civilisation the lifestyles, values and attitudes of people in the  I can explain lifestyles including: rich and past by comparing Scotland with a society in Europe poor: housing, jobs and education: food, or elsewhere. drink and fashion  I can explain the religion of the Ancient Egyptians including: gods and goddesses: mummification and burial: the Judgement Hall and the Afterlife  I can give an example of how prehistoric Scotland and Ancient Egypt were different SOC3‐01  I can explain what makes a source useful as I can use my knowledge of a historical period to
evidence interpret the evidence and present an informed view.
 I can compare primary and secondary sources of evidence from pre‐ historic Scotland and Ancient Egypt and come to a conclusion about which was the most civilised and why. EXA3‐02a  I can use painting and rendering skills I have experimented with a range of media and
technologies to create images and objects, using my
understanding of their properties.
EXA3‐03a 
I can use my research skills to inform my ideas, thoughts and feelings 
I can create my own style of mask based on my investigation of pattern, imagery and colour 
I can describe the importance of the Death Mask in the manual of mummification 
I can research, record and report information accurately I can make a mummification manual using research findings I can work effectively in a team I can use and combine the visual elements and
concepts to convey ideas, thoughts and feelings in
expressive and design work.
EXA3‐04a Through observing and recording, I can create
material that shows accuracy of representation.
EXA3‐07a (within History) I can respond to the work of artists and designers by
discussing my thoughts and feelings. I can give and
accept constructive comment on my own and
others’ work.
LIT3‐09a When listening and talking with others for different purposes, I can:  Share information, experiences and opinions  Explain processes and ideas  Identify issues raised and summarise main points of findings 
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2 St Stephen’s High School, Inverclyde Points to consider The connections across disciplines were relevant and they were supported by appropriate contexts for active learning and teaching. Study across the two disciplines deepened the learning and the young people transferred learning from one discipline to another Identifying a small group of experiences and outcomes was important. Specific learning outcomes were set out clearly. These provided a sound basis for assessing success, including peer and self assessment. There was no formal assessment of this activity however through on‐going discussions with young people and feedback from self evaluation the teachers noted learning and progression. Some adjustments were made to the timing of the study in both departments to allow the learning to be concurrent. The combined learning was displayed in across the school to give the learning a high profile. Teachers became more aware of young people’s learning in other disciplines and acknowledged that learning in both disciplines was brought to and enhanced experiences and outcomes. From the learners’ self evaluations it was clear that connecting the learning in this way supported understanding and enhanced the learning experience Next Steps For this session it has not been possible to have the learning running concurrently however the staff will continue with the project and are confident that the young people will be able to build on their learning in Art when they study the Ancient Egyptians in History a few weeks later. The Senior Management team are encouraging further collaboration. Faculties across the school are keen to explore other natural connection across departments/disciplines. The school community will continue to develop young people’s understanding of Interdisciplinary Learning and support them to make further connections across their learning. By helping learners recognise transferable skills and encouraging them to identify the generic skills and abilities they are using in different contexts. 3 St Stephen’s High School, Inverclyde Links to the guidance This study links to the interdisciplinary guidance through exemplifying the following
characteristics:
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having a clear focus on a small number of different curriculum areas/aspects of a curriculum
area or subjects
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focusing on a few carefully selected and relevant experiences and outcomes
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making clear connections with literacy, numeracy and health and wellbeing across learning
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involving learners in in-depth investigation drawing on various sources of information and
developing experiences and awareness of different curriculum areas in the process.
Useful links/contacts http://st‐stephens.inverclyde.sch.uk/ 4