Interdisciplinary
Thematic interdisciplinary work, where the central concept has been carefully
chosen in the light of the areas of the interaction and the MYP fundamental
concepts, can be a very useful mechanism for developing links between subjects,
provided the integrity of the academic disciplines is maintained and
subject-specific objectives are carefully considered for all subjects involved.
Most of these experiences will be organized naturally through subject teaching;
teachers synchronize their teaching relating to common concepts and plan a more
meaningful unit involving perspectives from several disciplines and shared
assessment of more complex projects. There are likely to be many areas in any
school's curriculum where beneficial cooperation could be developed. Examples
might include:
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students studying literature and arts relating
to history topics;
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health-related fitness work in sciences and
physical education;
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arts and technology projects with clear links
to other areas of the curriculum.
Schools are also encouraged to explore the use of special events and activities
(such as an Earth Day, a Healthy Hearts week, a Human Rights day), which provide
opportunities for the further development of important issues and ideas. Work of
this kind is often student-centered, encourages motivation and creativity and
can create enthusiasm and vitality.
Through the perspectives of several subjects students will develop a realization
that most real-life problems require insights developed from a variety of
disciplines. Work of an interdisciplinary nature can also encourage higher level
thinking and decision-making skills, the very skills necessary to reach the
higher MYP levels of achievement. Interdisciplinary projects can also develop
collaborative learning skills in students. Similarly the planning of
interdisciplinary work will require teachers to work together as teams and might
encourage new teaching approaches and a wide sense of being in a learning
community.
Teachers should consider carefully planned learning experiences which develop
skills from different subject groups. The emphasis should not be on single topic
or theme for its own sake; teachers should set some meaningful tasks related to
a complex, relevant concept which involves a number of disciplines providing
different perspectives. Students will be more able to see the links and
commonalities among the subjects when these integrated learning experiences
arise naturally from the curriculum.
However, when considering interdisciplinary teaching as the way to promote a
holistic education in the MYP, it is important to emphasize that the programme
is not organized as a thematic, interdisciplinary curriculum. The holistic view
of knowledge promoted by the MYP is based on high quality work done within the
separate disciplines. These disciplines should have clear identities and
distinctive methodologies as determined by their specific aims and interests.
Truly meaningful interdisciplinary projects engage the students when they focus
on real life issues involving problem-solving, inquiry into complex issues,
motivating groups and individual tasks, and authentic culminating activities
where students can see a real result to their investigation. In these projects,
reflection, self-assessment and peer-assessment are important ways of making the
process as important as the product; they help the students to progress further
in their approaches to learning and to realize more fully how they have gained a
deeper appreciation of issues related to the areas of interaction.
