Interdisciplinary Learning: A Study of Practice within Secondary Schools in Glasgow, Scotland

Authors

  • Jane Arthur Glasgow City Council Education Services Author
  • William Corral Glasgow City Council Education Services Author
  • Dr. Julie Harvie University of Glasgow Author https://orcid.org/0000-0001-8244-1237

DOI:

https://doi.org/10.36399/qc05sb75

Abstract

The need for young people to acquire transferrable skills and knowledge by blurring disciplinary boundaries and applying their learning to real life contexts has been a theme of global educational policy in recent years (OECD, 2018a; United Nations, 2015).  Within Scotland this is reflected in Curriculum for Excellence where Interdisciplinary Learning (IDL) features heavily and is cited as one of four main contexts for learning alongside: Curriculum areas and subjects, Ethos and life of the school, and Opportunities for personal achievement. However, some studies indicate that an implementation gap exists and that IDL is not being fully realised in practice (Graham, 2019; Harvie, 2018). A recent report suggested that “Colleges and universities might consider partnering with practitioners to measure the impact and requirements of quality IDL experiences.” (Education Scotland, 2023, p. 7).  In line with this, Glasgow City Council and the University of Glasgow partnered to conduct a research study in three secondary schools in Glasgow which were identified as having good practice in IDL. This article presents the findings in relation to approaches participating schools used to plan and implement IDL and the impact this work had on pupils and the wider school community.  

Author Biographies

  • Jane Arthur, Glasgow City Council Education Services

    Jane Arthur is a Senior Education Officer within the Education Improvement Service in Glasgow City Council.  Her role is supporting and challenging primary and secondary schools within the North of Glasgow.  She has a citywide strategic remit for Curriculum, Developing the Young Workforce, and Creativity.  Jane has 33 years’ professional experience in education in Glasgow, including seven years as a serving headteacher of a small primary school, before amalgamating three small primary schools and opening a new large primary school within a multi-use campus where she was Headteacher for almost 10 years. She completed a post graduate degree in Early Education at the University of Strathclyde. In her professional capacity, Jane is highly committed to professional learning, systems leadership and change, education policy and professional collaboration.  Jane is an Associate Fellow of the Stirling Centre for Research in Curriculum Making and recently participated on the Enhanced Political Awareness programme at the University of Glasgow. She leads and supports curriculum making activity, at all levels, within Glasgow.

  • William Corral, Glasgow City Council Education Services

    William Corral is a Depute Principal Educational Psychologist within the Glasgow Educational Psychology Service in Glasgow City Council. As part of his role, he supports the development and implementation of Nurturing Approaches across the city and leads the Psychology Service within the Learning and Teaching strategic and development work, linking closely with Glasgow Education Services.  At a national level, William is the past Chair of the Scottish Division for Educational Psychology and a member of the Association of Scottish Principal Educational Psychologists Executive Committee, contributing to national developments across the profession in areas including Equality and Self-Evaluation.

  • Dr. Julie Harvie, University of Glasgow

    Dr. Julie Harvie is a Senior Lecturer in Educational Leadership at the University of Glasgow.  She leads and teaches on the In and Into Headship programmes but is also involved in a variety of other courses.  Julie is a member of the National Design Group for Educational Leadership in Scotland, the Future of Headship research team and is an Associate of the Centre for Transformative Change in Schools (CenTCS).  Julie previously held the role of Primary School Headteacher and has had a variety of experiences working at local authority level.  Her doctoral studies focused on Interdisciplinary Learning, and she is interested in research on curriculum development and school leadership. 

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Published

28-02-2025

Issue

Vol. 1 No. 1 (2025): Journal of Leadership Scholarship and Praxis in Education (LSPE)

Section

Articles