ImprovementBase

Focal Problems

School curricula are divided by subject areas rather than focusing on deeper interdisciplinary conceptual relationships

Often, school curricula are divided by subject areas rather than a focus on deeper interdisciplinary conceptual relationships.

These curricular structures are often (but not always) mandated or embeded within higher levels of educational policy and curriculum.

Some identified improvement strategies:

Explore possibilities to re-interpret what the curriculum does require and allow, often there may be flexibility within the system if you look in the right places
Carve out interdisciplinary spaces within existing spaces in the curriculum (e.g. community-based learning, project weeks / events, etc.)
Advocate for a more coherrent approach to interdisciplinary curriculum design
- Include students in curriculum improvement advocacy as part of learning about Structures of Knowledge, Nature of Science, and Theories of Self, Schooling, and Society

School improvement goals Conceptual coherence, Conceptual understanding, School collective efficacy, Teacher collective efficacy
Learning goals Conceptual Thinking, Cooperation Competency, Interdisciplinary Thinking
Relevant grade or expertise levels Expert, Graduate, Pre-service biology teacher education, Teacher education, Undergraduate
Relevant projects Evolving Schools, Global ESD, Learning That Transfers, OpenEvo, Prosocial Schools, Prosocial Youth