Albanian College supports the IB position that adolescent learners organically make connections as they learn new ideas or information as they seek to make connections to the various environments around them. As Secondary disciplines can often develop knowledge and understanding in isolation, as teachers are experts in their specific fields and strive to deepen understanding of specific disciplinary topics, AC aligns with the IB philosophy that “an ever-changing world also demands education that empowers people to integrate disciplines in novel and creative ways.

The IB, in collaboration with Harvard Project Zero, identified three specific qualities that should guide the design of interdisciplinary instruction and assessment of student work in the MYP. They are that interdisciplinary teaching learning and assessment should be purposeful, integrated and grounded in disciplinary knowledge and understanding.

IB Publications
Interdisciplinary learning: Subject Brief

Effective teaching and learning of conceptual learning within broad global contexts requires collaboration, integrating understanding of different subject areas, and an inquiry based exploration of a wide range of possible approaches to finding answers and solutions. Interdisciplinary teaching and learning takes place both in and out of the classroom. Subject area teachers design learning experiences and assessments that ensure that students are synthesising their disciplinary knowledge and understanding and making important connections to an increasingly more complex and information rich world around them, including the digital realm.