As with any innovation, it started with a question – or rather, a bunch of questions: How can we realize the strategic plan’s vision of creating learning opportunities that are personalized, flexible, and relevant? What would it look like if students could take courses that suit their interests in the order that they choose? What can the science team learn from the history department’s thematic approach to courses?
“The ‘march through science’ – taking biology, then chemistry, then physics – is an antiquated notion. Because, here’s the thing, you don’t need to take biology to understand chemistry,” says Upper School Head Heather Clarkson.
So what would happen if we freed students from an outdated model and instead introduced them to a new way of exploring science?
First, a little insight from Heidi Maloy, CA’s Upper School science department chair. “We see greater student engagement and willingness to express grit and resolve in their learning in advanced classes when students can choose their courses.”
“For our introductory courses, we’ve had a fairly lock-step program tied to grade level. That one-size-fits-all approach didn’t leave much latitude for differences in thinking styles, math readiness, or interests. We needed to make a big change,” says Dean of Faculty Martina Greene.
And we did. The unfolding science course development was “a collaborative response from the Upper School and the curriculum review process to the strategic plan,” explains Clarkson. “How do we create personalized, flexible learning opportunities? We know that kids learn by applying previous learning and building their understanding.”
The department’s beta? Chemistry. Course options rolled out this fall; biology and physics will follow. Greene adds, “Instead of three courses, students will have six to choose from, which could be taken in any order. And the course options provide opportunities for faculty to more deeply teach their passions.”
“Cary Academy will create learning opportunities that are flexible, personalized, and relevant.”
– Strategic Plan 2020
The options within each subject get students to the same destination – readiness for advanced sciences and college courses – via different routes, mentions Maloy. For example, Chemistry: Particle Exploration of Matter (“Chem P”) starts with the big picture of discovery and how physical properties of matter lead to chemical interactions. Chemistry: Interactive Framework of Matter (“Chem I”) begins with the small details – e.g., atoms – and builds up to the big picture. Students in both courses focus on essential concepts and develop a true understanding of reaction chemistry.
“Each course will yield some differences in perspectives that hopefully lead to deep and interesting conversations at the advanced level,” says Maloy.
But this has been about more than rethinking the science curriculum. It’s a chance to rethink Cary Academy’s entire science journey. And that means seizing the opportunity to reimagine not just how science learning happens, but where it takes place.