INTERDISCIPLINARY LEARNING SOME GUIDANCE POINTS The purpose and the context of this material The concept of interdisciplinary learning is significant in Curriculum for Excellence thinking. It was apparent in early documentation: ‘There should be clear links between the different aspects of young people’s learning, including opportunities for extended activities which draw different strands of learning together.’ (A Curriculum for Excellence, The Curriculum Review Group, 2004) It is prominent in Building the Curriculum 3, where it constitutes one of the four contexts for learning, along with the ethos and life of the school, curricular areas and subjects and opportunities for personal achievement. All of these contexts are equally important if young people’s potential as successful learners, confident individuals, effective contributors and responsible citizens is to be fully developed. Building the Curriculum 3 highlights the importance of interdisciplinary learning within the broad conception of the curriculum that it promotes: ‘This curriculum is more than curriculum areas and subjects: it is the totality of experiences which are planned for children and young people through their education. Curriculum planners at all levels will need to ensure that they view the curriculum in this wider sense and that the curriculum works to deliver the values, purposes and principles of Curriculum for Excellence.’(Page 46.) ‘The curriculum should include space for learning beyond subject boundaries, so that children and young people can make connections between different areas of learning. Interdisciplinary studies, based upon groupings of experiences and outcomes from within and across curriculum areas, can provide relevant, challenging and enjoyable learning experiences and stimulating contexts to meet the varied needs of children and young people. Revisiting a concept or skill from different perspectives deepens understanding and can also make the curriculum more coherent and meaningful from the learner’s point of view. Interdisciplinary studies can also take advantage of opportunities to work with partners who are able to offer and support enriched learning experiences and opportunities for young people’s wider involvement in society.’ (Page 21.) This material aims to provide some practical, non‐prescriptive guidance for approaching the development of interdisciplinary learning. It invites its users to reflect on the following questions: What is interdisciplinary learning? (With some exemplification.) Why interdisciplinary learning? What are the benefits for pupils? How to organise interdisciplinary learning? What do you need to consider? It also includes a summary page: Characteristics of good interdisciplinary learning. WHAT IS INTERDISCIPLINARY LEARNING? There are two broad types. 1. Learning planned to develop awareness and understanding of the connections and differences among subject areas and disciplines ‐ the content they include and their particular ways of working, thinking, arguing, their different perspectives. 2. Using knowledge/learning from different disciplines to explore a theme or issue, meet a challenge, solve a problem – often something that matters to the class or the school or the local or wider community. However, these are not completely distinct: they overlap and intermingle. Examples of the two broad types of interdisciplinary learning The Brief Examples section contains short descriptions of the kinds of activity that might be involved in interdisciplinary learning at various stages of education. They would need to be planned fully to work well in practice (see Planning). The Brief Examples section also provides links to a small number of more fully planned exemplars, including some that have actually been implemented. Other fully planned exemplars will become available in due course. BRIEF EXAMPLES 1. Learning planned to develop awareness and understanding of the connections and differences among subject areas and disciplines ‐ the content they include and their particular ways of working, thinking, arguing, their different perspectives. In each of two or more curricular areas/subjects the teacher explicitly emphasises particular kinds of knowledge, particular skills or groups of skills and explains that they are important in each area, eg: 
Drawing inferences from available information/data. 
For example, in a primary class, predicting story endings in English language, estimating answers in mathematics, establishing hypotheses for science experiments, generalising from events in social studies are all examples of‐ the pupils making reasonable decisions based on given data. The teacher: o emphasises this explicitly in each area o encourages them to examine the 'credibility' of their inferences o makes them aware that they are using an important learning skill in different contexts. Exploring ‘big ideas’ that are relevant in different curricular areas, with cross‐
references and discussion of similarities/differences, for example: o ‘Making new things’ in primary school technologies, art and design and music. o What counts as evidence in science and history? And how is it used in the two areas? (This focus could be appropriate at various stages of primary and secondary education.) o The concept of ‘story’ in reading/literature, newspaper, film, radio/television news, advertising. (Again an idea that could be explored at various stages.) o Teaching probability in mathematics co‐ordinated with science work on DNA and genetics ‐ so that pupils better understand both probability as a mathematical concept and its application to genetics. 2. Using knowledge/learning from different disciplines to explore a theme or issue, meet a challenge, solve a problem – often something that matters to the class or the school or the local or wider community. ‘Final Project’ Pupils gain in‐depth understanding of separate disciplines, taught in separate subject slots or in collaborative team teaching. This can happen over a whole course or in shorter blocks of learning/teaching. A theme‐ or problem‐based project concludes the work. This is carefully planned to ensure that the tasks require the pupils to use what they have learned in the different disciplines. Such projects usually involve pupils in co‐operative group activities. They are likely to work best if the range of different disciplines is small – 2, 3, 4 (as well as literacy and numeracy). One example of this kind of approach is described in detail in the Exemplars section of this paper – a project for P6/P7 to create informative and attractive information brochures (or a website) for pupils in schools in a twin town in France, using knowledge and skills developed in study of local history, the geography, housing and shops of the area, art and design relevant to the brochure and French language. An interdisciplinary ‘final project’, well planned, is a good means by which teachers and pupils themselves can gather assessment evidence about understanding and skills in different curricular areas and ability to apply them. It provides much richer information about both individual and collaborative abilities than traditional tests or examinations, in line with Curriculum for Excellence assessment guidance in Building the Curriculum 5. ‘Exploration of theme or problem’ Pupils co‐operatively address a problem or a theme or a set of ideas. The theme/problem is chosen because full exploration or effective solutions require contributions from different disciplines – and perhaps also from life experience outwith school. Teams of teachers in different disciplines work together, or a primary teacher looks across disciplines, to find a question/theme/problem or a set of central ideas to which the different disciplines have something significant to contribute. It is also possible for discipline lines to begin to fade – the central theme or problem is investigated using relevant information, ideas and approaches derived from many possible sources, including the internet, other media, popular culture, local knowledge and personal experience. Problem‐based tasks of this kind do not have specified correct solutions. Learners have to construct knowledge to solve them, drawing on any sources they know of. Teachers have the opportunity to extend their pupils’ learning in various disciplines when they realise they need to know other things. (Many effective approaches to early stages work are in effect ‘exploration of theme or problem’ activities, through which children gradually develop awareness of the world around them and also of the knowledge and skills associated with the different disciplines.) ‘Exploration of theme or problem’ often works best when it involves a small number of disciplines – 2, 3, 4 (as well as literacy and numeracy). It is possible to organise learning and teaching for ‘exploration of theme or problem’ by  Giving a block of common time to the whole set of exploration activities; and building into it the necessary experience and study of the different disciplines (through team teaching in a secondary school) as they relate to the matter being explored;  Undertaking different aspects of the exploration in different curricular areas (with different teachers in a secondary school). The exploration of theme or problem approach needs to be rigorously planned to ensure that it develops learners' disciplinary knowledge and skills and/or presents them with significant learning challenges. This approach is not simply the traditional primary school ‘topic web’ method of organising learning and teaching. It is not just identifying a broad context to which work in all curricular areas is loosely linked. To be genuinely interdisciplinary, it engages learners in exploring experiences and outcomes in different disciplines in some depth specifically to find out what they contribute to the theme/problem being explored. ********************************************************************* It is possible to design either Final Project or Exploration of Theme activities for cross‐stage groups (eg P5‐7, P6‐S1), so long as careful attention is given to experiences and outcomes and appropriate expectations and challenges for pupils at different stages of progress and development. ********************************************************************* Examples of ‘Exploration of Theme or Problem’ include the following  An early stages example from the LTS website: ‘We’re going on a Bear Hunt’ (http://www.ltscotland.org.uk/sharingpractice/w/weregoingonabearhunt.asp) combining science, art and design and music. The 4‐week ‘hunt’ involved the children in detailed investigation of different types of grass, mud, trees and rocks in a cave and near a local river. They talked about the ways in which the artists had created effects in several paintings of landscapes, made their own paintings and drawings using various media and worked with a visiting music group to create a musical production. Finally, the whole project was documented in a PowerPoint presentation. 
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Making a Structure – exploring aspects of science, technologies and engineering, mid‐ or upper‐primary pupils design and make a structure (bridge, apartment, lighthouse, … ), taking account of a ‘client’s’ needs specified in a ‘brief’, environmental factors, materials, quantities, costs and how to make it look attractive. Exploration (involving historical and economic aspects of social studies and response to literature) of the causes and effects of the Highland Clearances in relation to specific factors, such as: o economic causes of emigration/immigration o historical evidence of the effects on people's lives o the emotional impact of imaginative writing about the period and how that impact is made. (This theme could be explored in primary or secondary schools.) 
Scottish National Identity – finding out from interviews with people from different cultural backgrounds what has influenced their ideas about Scottish identity. Then making a video presentation of the findings. (Social subjects; media.) (This theme could be explored in primary or secondary schools.) 
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S1/S2 pupils studying Shakespeare's The Merchant of Venice in English undertake in history investigation of evidence about the position of Jews in English/European society in the early 1600s and, in drama, study of the physical nature of the theatres in Shakespeare's London and the acting styles at the time. Such parallel activity in different subjects is enriched further by concluding presentations by pupils of, for example, their understanding of the play in the light of the work in the other areas. Joint planning of linked courses across secondary departments, eg Standard Grade or Intermediate level courses in Physics, Technological Studies and Economics with a particular focus on sustainable energy and engineering contributions to solving associated problems. The 1914‐18 war as presented by poets or novelists and by historians (or economists or geographers or political scientists) – exploration of how readers of their differing types of text expect different things and respond in different ways. WHY INTERDISCIPLINARY LEARNING? What are the benefits for pupils? Many of the advantages of interdisciplinary work, particularly when it deals with themes/issues/problems, overlap with those of any very engaging and effective learning activities, for example:  Learners are motivated; they have an inquisitive attitude.  They get really involved with ideas.  They become confident in facing challenges ‐ intellectual and often practical.  Their learning is ‘connected’, directly related to ‘real life’ experiences – these include what they have learned before and matters they regard as important.  They learn to work together in a team in a joint enterprise ‐ learning through relationships as well as individual activity. In addition, there are particular benefits of interdisciplinary work  Exploring topics/issues/problems from the perspectives of different disciplines greatly enriches learning.  It makes learners want to understand the different curricular areas in depth ‐ so that they can apply the knowledge and skills they learn to what they are exploring.  It helps them to realise that there are different kinds of knowledge and different ways of thinking about the world and explaining it.  It promotes critical thinking. o Learners have to grasp main ideas and ways of working in different areas. o They have to compare and contrast what they learn in different areas. o They have to work out which knowledge/ideas and which ways of studying or explaining things are best for the particular issue they are exploring. o They often have to bring together information/ideas from different areas, think out alternative ways of doing things or alternative solutions, predict what will happen … and explain all of these. All these characteristics of good interdisciplinary learning are part of the process by which individual learners grasp, integrate and use in their own particular ways what they learn from different sources. This is how they develop their own identity as thinkers and actors in the world – how they become successful learners, confident individuals, effective contributors and responsible citizens. HOW TO ORGANISE INTERDISCIPLINARY LEARNING WHAT DO YOU NEED TO CONSIDER? PLANNING Planning is very important in relation to each set of interdisciplinary activities. It is also very important for balancing disciplinary and interdisciplinary work over a term, a year and longer periods of time and for ensuring that teachers have time, opportunity and support to develop interdisciplinary activities. Planning of interdisciplinary work Careful planning of each set of interdisciplinary activities is crucial. Where different secondary subjects or different primary classes or both primary and secondary teachers are involved, team planning is essential. Pupils can be involved with teachers in planning interdisciplinary activities – this is particularly desirable when they are organised round an issue or problem directly relevant to pupils' lives/community. There is no one way to go about planning interdisciplinary activities. In some cases, it is possible to start with experiences and outcomes in different curricular areas and then work out the particular ways in which the interdisciplinary work will give learners the necessary understanding and skills. It is also possible to begin with specific learning that will come from engagement with a project or challenge and then identify experiences and outcomes in different curricular areas to which the activities contribute. In either case adjustments to and adaptations of the original plan are very likely as the planning process and then the implementation process go ahead. Planning should 
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identify the particular aspects of different curricular areas that are relevant relate the work firmly to Curriculum for Excellence experiences and outcomes clarify specific intended learning of the project/investigation or other type of interdisciplinary learning undertaken, as well as indicating the broader Curriculum for Excellence experiences and outcomes to which these contribute make the connections among different disciplines explicit 
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emphasise the need to make frequent reference to them ensure that tasks are challenging, to avoid superficial ‘busy work’ ensure that pupils do experience the relevant learning activities and can achieve the relevant outcomes for each of the curricular areas involved ensure in all aspects of interdisciplinary work (whether it is taken forward in separate curricular areas with explicit links to other areas or in integrated activities) all the characteristics of effective learning and teaching (eg, those set out in the HMIE publication How Good Is Our School? The Journey to Excellence). Enable assessment of what has been learned – identifying criteria of success and the kind of evidence to be considered in judging whether they have been met. (Assessment need not be in the form of testing or other formal tasks: it can often be based on the evidence arising in the activities undertaken and can include self‐and peer‐assessment. It should make it possible for both the pupils and the teacher(s) to know clearly what was learned through the interdisciplinary work). YET, over‐planning is also a danger – there is need to leave space and opportunity for following pupils' interests and their proposals about further or different work in from the interdisciplinary work going on or leading on from it. Planning over longer periods The broad balance of disciplinary and interdisciplinary work over a term or a year or a longer period needs to be worked out. Such planning needs to take account, where relevant, of factors such as Associated Schools Groups, transition arrangements, links with colleges and other partners and the possible roles of support for learning staff, visiting specialists and the wider community. It also needs to create the time and provide support for teachers to plan interdisciplinary activities ‐ jointly, where more than one teacher is involved. (This provision of time and support makes a very important contribution to teachers’ Continuing Professional Development.) It is possible to develop aspects of interdisciplinary work even within timetable arrangements that do not explicitly provide for interdisciplinary projects, but generally Final Project and Exploration of Theme models require careful timetable planning. This needs to make provision for, for example: 
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problem‐based learning across several curricular areas/departments team approaches, in which teachers of different subjects (or different primary classes) are acting as mentors and guides after teaching the disciplinary content and skills that pupils will apply in the final project. PROGRESSION AND ASSESSMENT If planning and teachers' adaptations of it as the work goes forward are effective, the experiences and outcomes in the different areas and specific learning outcomes of the work will be clearly defined. These form the basis of decisions about the assessment evidence that is needed to show success. They also form the basis of decisions about curriculum coverage and progression. CPD A simple policy directive on interdisciplinary learning will not lead to effective implementation. It takes time for teachers to work together and think out why interdisciplinary learning is valuable and the best ways of developing it in their particular contexts. It is this collaborative teamwork in developing challenging learning experiences for pupils that develops the commitment and enthusiasm over an extended period that guarantees success. CPD planning should take account of the benefits of this type of CPD in the process of collaborative development of learning/teaching in the school context, as well as provision outwith the school. CURRICULAR DISTORTION If significant time is given to interdisciplinary activities, it is important to guard against curricular distortions. Some important aspects of disciplines may be neglected in the interdisciplinary mix. Examples occurring in some US experience include, in different projects, neglect of imaginative reading and writing and of formal writing for some purposes; and use of historical fiction instead of (rather than alongside) historical sources/texts. These examples reflect similar problems that occurred in the past in ‘topic work’ in some Scottish schools. However, it should be noted that such problems are not the result of interdisciplinary learning itself: they can occur within separate disciplines – effective implementation of the curriculum is essential whichever approaches are taken. SUMMARY CHARACTERISTICS OF GOOD INTERDISCIPLINARY LEARNING  Interdisciplinary learning gives learners awareness and understanding of connections and differences among curricular areas/subjects (eg, through exploring ‘big ideas’ or common skills across them). AND/OR  It uses in‐depth knowledge and skills from more than one curricular area/subject to explore a theme or solve a problem or to undertake a final project after work in the separate areas. OR  It involves in‐depth investigation of an ‘interest theme’ drawing on various sources of information and developing experience and awareness of different curricular areas in the process (an approach often used effectively in early stages education).  The theme or problem is chosen because full exploration/solution requires knowledge/skills from different curricular areas/subjects.  Usually, focus on a small number of different curricular areas/subjects is best.  Learning/teaching activities should include frequent explicit reference to the interdisciplinary knowledge/skills being developed/used.  They typically involve o active, co‐operative learning o challenging, thought‐provoking tasks o critical thinking, such as working out which knowledge from different areas is relevant and bringing it together to address a particular task.  Planning (as a team, where more than one teacher is involved) is crucial. It needs to identify o the specific learning outcomes of the interdisciplinary work o the experiences and outcomes in each curricular area/subject to which the interdisciplinary work contributes o activities which ensure that learners do have the planned experiences and do achieve the planned outcomes o the means by which evidence will be obtained of what has been learned (ie, assessment, usually of the products and processes of the interdisciplinary work, rather than by a test method). 
Over‐planning should nevertheless be avoided: time/space should be left to pursue ideas/activities suggested by learners in the course of the work. 
Planning and evaluation of the strategy for interdisciplinary learning over longer periods of time is also necessary, to ensure: o appropriate balance of disciplinary and interdisciplinary learning o progression in learners' activities o effective timetabling o provision of appropriate time and support for teachers' planning. EXEMPLARS OF GOOD INTERDISCIPLINARY LEARNING BOTHWELL – JOUY‐EN‐JOSAS SCHOOL TWINNING [NB: This is an invented ‘project’ to exemplify an approach to interdisciplinary work. It has not yet been implemented. The two Bothwell primary schools may take it forward with their own adaptations or may plan alternative projects.] This P6/P7 activity is in two stages: 1. Extensive work over a period of about a term to develop pupils’ knowledge and skills in social studies (People, past events and societies; People, place and environment), literacy, art and design and French with a focus on the eventual production by groups of pupils of informative and attractive brochures about Bothwell for pupils in a school in the twin town. 2. A final project over a week (or longer) to produce the brochures with appropriate layout and artwork ‐ a part of each to be in French. (An alternative possibility is to produce website material, rather than brochures – this would involve additional or other experiences and outcomes than those identified below for the brochures project.) STAGE 1 Pupils will:  Become aware of and evaluate available evidence relating to key aspects of Bothwell’s history  Understand something of the significance at different points in time of: o the medieval castle o the parish church (dating from the 12th century) and the Reformation o the Covenanters and the battle of Bothwell Bridge o the role of mining in the village in the late 19th and early 20th centuries.  Investigate and understand the: o physical layout of the modern village o its population o types of housing, shops and services o its current role as, mainly, a ‘dormitory’ village o local concerns about building on ‘green’ areas and a large increase in the population. 
Develop, both in the social studies work and in English language, their abilities to: o
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work in co‐operative groups find and evaluate print and internet sources of evidence identify important information make notes and record key points explain clearly what they have learned orally and in writing, with attention to purpose and audience/readership. 
Learn French vocabulary and grammatical forms to enable them to write a simple account of some of the work they are doing. 
Explore in art and design ways of: o representing aspects of the history and modern life of the village o effectively presenting information and artwork in the brochures. COMMENT The specific outcomes of the activities undertaken in different disciplines are spelled out. These form the basis of what the pupils have to do to create effective brochures in Part 2 and, therefore, of the assessment evidence on which success in the project will be judged. Curriculum for Excellence Experiences and Outcomes During Stage 1 pupils will be experiencing and achieving aspects of the following experiences and outcomes. Social Studies People, past events and societies I can interpret historical evidence from a range of periods to help to build a picture of Scotland’s heritage and my sense of chronology. SOC 2‐02a People, place and environment I can describe and recreate the characteristics of my local environment by exploring the features of the landscape. SOC 2‐07a By exploring my community and the groups within it, I can identify and consider different types of housing and how they meet needs. SOC 1‐11a Having explored my local area, I can present information on different places to live, work and relax and interesting places to visit. SOC 2‐10a Art and Design Through observing and recording from my experiences across the curriculum, I can create images and objects which show my awareness and recognition of detail. EXA 2‐04a I can develop and communicate my ideas, demonstrating imagination and presenting at least one possible solution to a design problem. EXA 2‐06a 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. EXA 2‐07a Literacy When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2‐02a As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2‐04a As I listen or watch, I can make notes, organise these under suitable headings and use these to understand ideas and information and create new texts, using my own words as appropriate. LIT 2‐05a I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate. LIT 2‐15a I consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader. LIT 2‐24a I can use my notes and other types of writing to help me understand information and ideas, explore problems, make decisions, generate and develop ideas or create new text. I recognise the need to acknowledge my sources and can do this appropriately. LIT 2‐25a By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2‐26a I can convey information, describe events, explain processes or combine ideas in different ways. LIT 2‐28a Modern Languages I can deliver a brief presentation on a familiar topic using familiar language and phrases. MLAN 2‐06a I use the support of others and access appropriate reference materials of my choice to help me plan my writing in ways that engage my reader, using ICT when appropriate. MLAN 2‐12a I have opportunities to express myself in writing, exploring and experimenting with words and phrases using resources, to ensure my writing makes sense. MLAN 2‐13a I can use familiar language to describe myself and to exchange straightforward information. MLAN 2‐13b COMMENT The Es and Os identify the key curricular aspects being covered and will help ensure progression as future learning activities are planned. STAGE 2 The final extended task to produce the brochure is designed to challenge the pupils’ knowledge and skills gained/practised in Stage 1. It is a genuinely purposeful product of the Stage 1 work and also provides assessment evidence of pupils’ success in relation to the Es and Os pursued. The brochure must: Explain important aspects of Bothwell’s history with reference to:  the castle  the church  the Battle of Bothwell Bridge 
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mining the types of evidence from which we know about these things. Give an account of the modern village:  describing housing, shops and services  explaining how they relate to the needs of the present population and the concerns about too rapid population growth. Draw directly on the records made by pupils of their work in Stage 1 and convey information clearly to the French pupils, taking account of their complete unfamiliarity with Bothwell and the need to present it as an interesting place for them to come to on an exchange visit. Include a part of either or both of the ‘historical’ or ‘modern’ sections written in French. Include or be accompanied by artwork representing both a historical and a modern aspect of Bothwell life. Be created in accordance with good principles of layout and design. COMMENT The expected characteristics of the brochures directly reflect the learning specified in the specific outcomes set out at the start of Stage 1. BAT MONITORING (BALFRON HS, S1/2) This is an adapted version of a short S1/S2 interdisciplinary study (about 4 periods plus out of school work) involving science/physics, technologies/engineering and literacy (developed in the Engineering the Future project). The study exploits the fact that large numbers of bats inhabit the area near the school. LEARNING OUTCOMES In the context of detecting bats in the area, the pupils will: 1. learn that different sounds have different pitches due to difference in frequency (speed of vibrations) 2. learn that many animals can make and hear a different range of sounds than humans can 3. learn that bats communicate and navigate using sound at a pitch higher than the human ear can hear (ultrasound) 4. learn that a detector, designed by engineers to turn the sound made by bats into sound that can be heard by humans, can be used to monitor bat activity 5. operate a bat detector that produces audible sound to investigate bat behaviour and distribution in their local area 6. record and report information accurately 7. work effectively as part of a team 8. research other ultrasonic engineering applications and understand the problem‐
solving nature of engineering 9. make an effective group presentation of their research findings. COMMENT Specific learning outcomes of the interdisciplinary activities are set out clearly – relating to science (1 to 3), awareness of the role of engineering and experience of using an engineering instrument (4, 5, 8), aspects of literacy that are integral to achieving the science and engineering outcomes (6, 9) and collaborative work (7). These provide the basis for assessing success. EXPERIENCES AND OUTCOMES Sciences SCN 2‐11a Through research on how animals communicate, I can explain how sound vibrations are carried by waves through air, water and other media. SCN 2‐20 I have collaborated with others to find and present information on how scientists from Scotland and beyond have contributed to innovative research and development. (Could also contribute to: SCN 1‐11a By collaborating in experiments on different ways of producing sound from vibrations, I can demonstrate how to change the pitch of the sound. SCN 4‐11a By recording and analysing sound signals, I can describe how they can be manipulated and used in sound engineering. SCN 4‐20a I have researched new developments in science and can explain how their current or future applications might impact on modern life.) Technologies TCH 2‐01 When exploring technologies in the world around me, I can use what I learn to help to design or improve my ideas or products. (Could also contribute to: TCH 3‐01a From my studies of technologies in the world around me, I can begin to understand the relationship between key scientific principles and technological developments. TCH 4‐01b Having investigated a current trend of technological advance in Scotland or beyond, I can debate the short‐ and long‐term possibilities of the technological development becoming a reality.) Literacy LIT 2‐04a As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2‐05a As I listen or watch, I can make notes, organise these under suitable headings and use these to understand ideas and information and create new texts, using my own words as appropriate. LIT 2‐06a I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2‐09a 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 or findings • clarify points by asking questions or by asking others to say more. LIT 2‐10a I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently. COMMENT Identifying the Es and Os in the different areas to which the work contributes is important. It allows the teacher and the pupils to note/record how the interdisciplinary work has contributed to knowledge, skills and experience related to particular Es and Os at a level (or, perhaps more than one level). Such notes/records are valuable for ensuring progression in planning later learning. STRUCTURE AND TIMING The project requires approximately 3 periods with some evening out of school activity. There are three phases. 1. (One period.) Discussion of the learning outcomes with the science and technology teachers ‐ setting the scene, discussion of the limitations of human senses and of the role of engineering in solving the problems associated with these limitations, in particular detecting and monitoring bats. 2. Out of school work – pupils use the bat monitoring device to survey the local bat population and record results. 3. (Three periods.) Pupil research and ‘placemat’ or ‘jigsaw’ activity (different groups contribute their separately researched information) on products designed by engineers to extend the range of human senses. The teachers explicitly orient the pupils to the literacy skills specified in the Es/Os and agree with the class the criteria by which effective group presentations will be judged, taking account of the Es and Os in all three of sciences, technologies and literacy. Group presentation of findings; peer‐evaluation of the presentations and feedback. COMMENT The activities involve several kinds of active learning – understanding teachers’ explanation; practical experience of the bat monitor; recording and presentation of finding; individual and group work to research, understand and present information about engineering developments addressing the particular problem of extending human senses. Establishing with the class criteria for effective presentations – based on content and skills indicated by the Es/Os ‐ and applying them as each group makes its presentation engages the pupils in self‐ and peer‐assessment. It also gives the teacher(s) the opportunity to note pupils’ successes in relation to Es and Os and to evaluate the activities and modify them, if necessary, for future use.