We will report a study of teachers' curriculum making in one multi-academy trust in Doncaster that aims to integrate the whole of the 11-16 science curriculum into a form of problem-based learning expeditions. This approach aims to combine pupils' engagement with a knowledge-led curriculum (Pountney and Said, 2018) by integrating STEM subjects in a principled way (Pountney and McPhail, 2017). We illustrate the curriculum design process and how science curriculum has been integrated with other curriculum subjects, giving practical examples from expeditions and difficulties that teachers face in this enterprise and how they are being overcome.
Martin Said's presentation link is belowhttps://docs.google.com/presentation/d/1nqITyHyUMUuKJW8rapn81w3AV0tQ24mLdmKCUFuqzPM
