Towards a didactic model for multidisciplinary teaching a didactic analysis of multidisciplinary c

Thematic analysis and decision-making
In case Entrepreneurship, the teachers were free to decide on any themes they identified important 
for the multidisciplinary modules. The theme of entrepreneurship was selected in consensus as 
a preparation for a later visit to Yrityskylä
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since the teachers previously had experienced having too 
little time to prepare the students for the visit. The teachers addressed the value of entrepreneurship 
as an overarching value and a transversal competence of Finnish education. Through actors like 
Yrityskylä, external societal stakeholders supported the schools’ entrepreneurial education.
The process of selecting multidisciplinary themes in case Renaissance was a shared activity of all 
teachers in the school. As a first step of implementing the new multidisciplinary school curriculum, 
they thoroughly reviewed the national curriculum together. Subsequently, they reflected on possible 
combinations of the different subject content for each grade. Out of the process, the themes and 
content of all multidisciplinary modules were established. The teacher of each grade planned the 
detailed content, aims, and methods individually. Thus, the process of thematic decision-making 
included both collaborative and individual elements.
Despite the different approaches of thematic decision-making, the teachers in both cases, through 
didactic analyses, related the content to contemporary and future meanings and needs of their 
students. Entrepreneurship was described as an important competence in students’ daily life, which 
would help them to manage school assignments and take responsibility for schoolwork. 
Entrepreneurship was concurrently emphasized as a prerequisite for successful participation in future 
work life. Knowledge of the Renaissance was defined as important knowledge for all citizens, including 
JOURNAL OF CURRICULUM STUDIES
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sixth-graders. The acquisition of study skills through the content of the Renaissance was related to 
both current and future studies as fundamental in grasping the study content and managing duties.