Innovative Curriculum: Interdisciplinary Science Classrooms for the 21st CenturyJayne Heath

The ASMS

• A public school that caters for years 10 – 12.• Purpose designed open learning

environment • 360 students and 35 teaching staff.

Platforms of Innovation at the ASMS

LEARNING ENVIRONMENT

LEARNING PROGRAMS

STUDENTLEARNING

PROFESSIONAL LEARNING

INNOVATION IN TEACHING

AND LEARNING

Why interdisciplinary curriculum?

• Real world problems do not come in disciplinary shaped boxes. (OECD, PISA).– Climate Change, – Water security,

• New sciences of neuroscience, nanotechnology cross ‘traditional’ disciplines.

ASMS Central Studies Sequence SEMESTER 1

REASONING AND RELATIONSHIPS

THE BODY IN QUESTION

A TECHNOLOGICAL WORLD

SEMESTER 2

REASONING AND RELATIONSHIPS

COMMUNICATION SYSTEMS

SUSTAINABLE FUTURES

SPECIAL INQUIRY PROJECT

SEMESTER 3

ORDER AND CHAOS

VARIETY OF LIFE

TOWARDS NANOTECHNOLOGY

SEMESTER 4

ORDER AND CHAOS

BIOTECHNOLOGY

EARTH & COSMOS

SPECIAL INQUIRY PROJECT

The Fertile Question

Should humans control

biodiversity?

How has diversity changed

over time?

What factors

generate diversity?

How can humans

influence biodiversity?

What is ethical action?

How can we measure diversity?

Should humans control

Biodiversity?

Ecosystems

History of life

Evolution and Genetics

Diversity in Texts

Human Development

Ethics

The Disciplinary Pillars.

Genetic Counselling of Greg and Olga

• Biodiversity task that combines aspects of biology (genetics) and philosophy (ethics).

Note: Haemophilia is caused due to Factor VIII deficiency, therefore they both are same

Keys to interdisciplinary (ID) success

• ID studies need issues to spark student interest, passion and engagement.

• ID studies need time to allow students to engage in projects of significant scope.

• ID studies need to be framed in terms of ID outcomes.

• ID studies need ID teams of teachers with time to work together.

• ID studies need a supporting timetable and other support systems.

Features of an organisation that support innovation

• Staff from a variety of disciplines working together• Mechanisms for introducing new ideas• Involving staff in programs from other agencies• Internal mechanisms to distribute ideas and proposals

(formal and informal)• “shedding of responsibility” ie everyone's

responsibility• Most communication about ideas is advice and

information not instructions & decisionsAitken and Hage (1969)

Address:Australian Science & Mathematics SchoolFlinders UniversitySturt Road, Bedford ParkSouth Australia 5042

Telephone: +61 8 8201 5686Facsimile: +61 8 8201 5685Email: info@asms.sa.edu.au

South Australian Departmentfor Education and Child Development

T/A South Australian Government SchoolsCRICOS provider number 00018A