Interdisciplinary Learning Support Material
Interdisciplinary Learning Exemplar: P4 Benarty Primary
As part of a whole school Global Citizenship initiative P4 pupils at Benarty learn about the life styles of children in Norway and Japan. They use what they have learned in social studies, technologies and literacy to share their learning with parents and the wider community.
Context:
Benarty Primary School took part in a cluster Global Citizenship initiative. One secondary school and six primary schools contributed to a ‘Children around the World project’. They planned to focus on developing opportunities for interdisciplinary learning. By working together, sharing ideas and collaborating across schools and sectors, teachers planned learning to meet the needs of all learners.
In this P4 example learners were asked to compare lifestyles in Norway and Japan. Planning was developed in collaboration with learners who identified ‘Key Themes’ for their learning. Learning was planned using key questions as stimuli. Learning took place at class, group and individual level. Through a series of lessons, activities and problems to solve the children learned about both countries. At the end of the project learners used what they had learned to produce a film documentary about both countries which was shared with the whole school community, parents and other pupils across the cluster.
Making the connections across learning
The teachers focused in on a small number of E’s and O’s to maintain a learning focus. In discussions with the learners, the following key themes for learning were identified
Key themes for learning identified from discussions with the children:
What is the weather like?
What are their homes like/
What food do they eat?
What games do they play?
What are their toys like?
What is school like?
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Interdisciplinary Learning Support Material
Experiences and Outcomes
Curricular Area 1Social Studies
SOC1-12b- By exploring climate zones around the world
I can compare how climate affects living things.
Curricular Area 2Technologies
THC1-O4b- I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways.
Curricular Area 3Literacy
LIT1-O4a- As I listen or watch, I can identify and discuss the purpose, key words and main ideas of the text, and use the information for a specific purpose.
LIT1-18a- To help me develop an informed view, I can recognise the difference between fact and opinion.
LIT1-26a- By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others.
• I understand how important our weather is to us.
• I am able to compare different climates and explain how they affect lifestyles.
• I know how to create a story board
• I can produce a PowerPoint and short film extract
Success Criteria
• I can discuss ideas relevant to our topic in a group
• I am able to identify the main points of the discussion and use these to help me complete my challenge
• I can identify appropriate sources for my research
• I know about and I am beginning to identify bias/stereotyping
• I can find and use appropriate sources of information.
• I can use the information I have to make notes and answer a key question.
• I can use what I know to create a text to suit my purpose.
Other themes
Global Citizenship
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Interdisciplinary Learning Support Material
Points to consider
Learning was planned across 3 classes at the same stage
Each learner tracked their learning by answering the key questions and adding their answers to these to
Children were self-assessing using their own topic planner and knowledge tracker.
The teachers reviewed the context for learning, the E’s and O’s identified and the final task. They shared their evaluations with other teachers across the school and cluster. This will inform the ways in which IDL learning to complete the final task.
Identifying a skills progression will be a major focus for the school next session.
Linking the learning to the big picture for example arrangements for assessment, personal achievement and ethos and life of the school will continue to be a priority for the school.
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 making clear connections with literacy, numeracy and health and wellbeing across learning focusing on a few carefully selected and relevant experiences and outcomes involving learners in in-depth investigation drawing on various sources of information and developing experience and awareness of different curriculum areas in the process choosing a theme or problem which requires knowledge and skills from different curriculum areas, aspects of curriculum areas or subjects capitalising on themes for development across learning, including developing global citizenship, financial education and outdoor learning
Useful links http://www.atozkidsstuff.com/norway.html
http://kids.yahoo.com/reference/world-factbook/country/no--Norway http://web-japan.org/kidsweb/ http://kids.nationalgeographic.com/Places/Find/Japan
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