Innovative Curriculum: Interdisciplinary Science Classrooms for the 21 st Century Jayne 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 STUDENT LEARNING 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? EcosystemsHistory 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 & decisions Aitken and Hage (1969)

Address: Australian Science & Mathematics School Flinders University Sturt Road, Bedford Park South Australia 5042 Telephone: Facsimile: South Australian Department for Education and Child Development T/A South Australian Government Schools CRICOS provider number 00018A