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forefront of the challenges faced in teaching and learning. The National Curriculum
highlights the significance that creativity holds within the curriculum as pupils are
encouraged to appreciate ‘human creativity and achievement’ (DfE, 2013:6). As
stated by Craft (2003:114), it is essential that children can relate to their learning and
develop appropriate skills, such as innovation and resourcefulness to succeed in an
ever-changing, technological society. This provides a means for ensuring learning is
memorable and engaging for pupils and can be achieved through encouraging
children to think creatively. For this assignment, creative teaching is a focus to
implement within the classroom and can be facilitated through the guidance of a
medium-term plan.
The education system has changed significantly over time due to government
policies influencing an improvement of teaching and learning at the heart of a
creative curriculum. The Plowden Report encompasses a child centred approach: ‘at
the heart of the educational process lies the child’ (Plowden, 1967:9 cited by Shaw,
2011:7). Plowden further contributed towards a change in teaching approaches, by
emphasising a creative outlook of teaching focussing on group work, thematic
learning and learning through play (Shaw, 2011:8). However, previous research
carried out by Ofsted suggests that children cannot necessarily be taught how to be
creative but should engage within ‘teaching for creativity’ through ‘provision that
enabled pupils to be creative’ (2003:4). To ensure this is implemented within
practice, it is crucial that teachers can provide a gateway for pupils to access and
develop creative thinking, imparting knowledge and skills through effective teaching
approaches.
One development within the argument is the view of creativity having a direct link to
the art specific subjects, in which people are now providing consideration towards
imagination and individuality being expressed across wider subject areas –
‘Creativity is most easily considered in terms of outcomes: e.g. dramatic
improvisations and artistic artefacts, but also innovative business ideas and scientific
breakthroughs’ (Howard-Jones, 2008:6). Maslow suggests this further through
stating that creativity is not for the few but the many and can be expressed in every-
day life scenarios (1970; cited by Craft 2003:114). This is reflected in the concept of
‘democratic creativity’ (NACCCE 1999:28) as the generalisation that all children can
be creative if they are given appropriate opportunities to demonstrate this. However,
Csikszentmihalyi (1991) suggests that creativity is dependent upon domain, field and
the person, highlighting that innate ability results is an easier route towards creativity
(cited by Henry 2001:4). ‘Big C’ creativity defines this, of an individual who can
produce remarkable creative outcomes. This is criticised by many, with Plucker and
Beghetto (2003) suggesting ‘Big C’ holds an overemphasis causing a lack of
attention towards developing ordinary creativity, and Kozbelt, Beghetto and Runco
(2014) further stating that this excludes the view of creative potential of all forms of
creative experience (cited by Merrotsy, 2013:474).
A main motive whilst developing the medium-term plan for a Year 5 class was to
ensure learning is accessible for all pupils, with an inclusive approach to make
learning relatable and memorable across the curriculum. Focussed on the historical
theme of World War Two, the children will engage in learning across a range of
subjects, relating and linking their learning together through a cross curricular
approach. The National Curriculum encourages the use of statutory guidance as
‘core knowledge’ for teachers to plan and deliver ‘exciting and stimulating lessons’
(DfE, 2013:6). A cross curricular approach allows ideas and concepts to be applied
across subject areas, relating knowledge and understanding towards physical life
experiences as a method of guiding a meaningful education (Hayes 2010:383).
Hayes argues that teaching an integrated curriculum can avoid ‘emphasising the
discreteness of subjects’ therefore establishing ‘artificial barriers’ which may result in
a lack of connection between subject knowledge. It is however identified by research
that some children may find it difficult to connect subject knowledge within
interdisciplinary learning, which ‘children may simply fail to recognise that something
they had already learned can be applied to a new situation’ (Sharp, 2004:5). This
emphasises the importance of teaching staff supporting and guiding the learners
through outlining clear links between subjects, providing an insight for children to
therefore refer to in their learning.
It is suggested that ICT has a significant impact within the classroom and contributes
particularly towards meeting the demands of an ever-changing curriculum –‘‘literacy’
is not fixed but is always changing’ (NUT, 2016:14). The National Curriculum
suggests Computing provides children with the opportunity to become digitally
literate to introduce communication technology to prepare children for a future in a
digital world (DfE, 2013:178). This has therefore been implemented within the trip
experience with the use of iPads. Using different modes of literacy provides children
with the ability to extend creativity when exposed to a variation of texts. O’Mara and
Laidlaw (2011) note that literate skills can be enhanced through digital platforms
requiring children to be more critical within decision making as opposed to print-
based practice (cited by Dezuanni et al, 2015:12).
To engage children and encourage curiosity, the children will take responsibility for
their own learning and participate within the Mantel of the Expert (MoE) approach.
From personal teaching experience, ensuring teaching is context bound allows
pupils to engage imagination within learning and encourages an improvement in
behaviour. This approach ‘places the child at the centre of the learning’ (Aitken,
2013:35) by which the children take the viewpoint of an imagined group of people
with a set of expertise, encountering real life problems and challenges making
learning relevant and purposeful (Abbott, 2013:3). In relation to enquiry within the
mathematics activities (Appendix 2 and 3), this allows the pupils to take ownership
and pride of their learning, increasing confidence through enjoyment of being an
expert alongside taking the focus away from traditional classroom practice. Abbott
also identifies a key advantage of this approach by engaging all genders within the
learning by valuing their interests and making learning interactive and meaningful
(2013:8). MoE is further implemented to enhance the creative nature of thematic
learning, which the children will take the role of evacuees on a trip to the local train
station encouraging children to ‘get inspired and make you want to know more’ within
a ‘wow event’ (Ofsted, 2010:9). This ensures all children can relate to an enjoyable
experience of taking control within learning. A challenge the pupils may face is
struggling to imagine and empathise towards children in the war, with society today
being very different. This is overcome as thematic learning provides learning and
experiences within an authentic context and the children can relate their learning
with guidance from the teacher to link to the comparison and similarities of World
War Two and today.
Empathy is a key skill to develop within the thematic medium-term plan and is
considered an essential element of all activities to support the deeper understanding
of the children. Research highlights the importance of enhancing emotional
intelligence as the basis of attributes within almost every job (Chermiss, 2000:10
cited by Mayer et al. 2004:197). The importance of implementing this within the
classroom is further reinforced by the English resource (Appendix 5) which
stimulates emotional thinking as an aid for imaginative responses related to thoughts
and feelings experienced within the war. This also promotes the use of ICT within the
classroom as a useful tool to provide contextual information and the opportunity to
develop critical literacy. Beck highlights the importance of making children aware of
social factors beyond the classroom as a central aspect of encouraging children to
be critical of the perspectives of life during the war (2005:392).
Problem solving is a focus for creative learning within the medium-term plan and
is facilitated through an open thinking environment where the children can explore
different ways of solving real problems. Ofsted highlight that effective mathematics
teaching ensures problem solving is integral through practical activities within a
cross-curricular approach to learning (2010:9). The National Curriculum encourages
children to solve problems through a step by step method of finding various solutions
through perseverance (DfE, 2013:99). This is reinforced in the mathematical activity
which focuses on building pupil confidence in a classroom climate which promotes
learning from mistakes. This can be demonstrated in a classroom which values
mistakes and ways in which learning barriers have been overcome. It is important
however that these mistakes are shown in a positive light, reflecting how progression
has been made and approaches enforced to support other children with their
learning. As opposed to a fixed mindset focussing on emphasising mistakes as a
failure (Dweck, et al 2014:5), generative thinking ensures children value all aspects
of learning and develop various possibilities when facing challenges (Politis and
Houtz, 2015:1). Possibility thinking is also a model of questioning which promotes
children adopting ‘what if’ and ‘as if’ thinking to engage curiosity and exploratory
learning within tasks that do not have a clear outcome (Jeffrey and Craft, 2003:4).
Questioning is a key aspect of the medium-term plan, with the motive of challenging
potential and encouraging deeper thinking within enquiry learning activities. Desailly
suggests that not only does a teacher require a secure ability in questioning to
stretch and challenge pupils of all abilities, but also needs to establish a classroom
climate that encourages enquiry and curiosity in questioning (2012:97). This is
heavily reinforced within the medium-term plan, based upon the framework of
Bloom’s taxonomy. Wragg and Brown (2001) highlight that only 10% of teacher
questioning promotes deeper thinking, and 80% to 90% of questions are in the
knowledge category with the aim to check the understanding of information (cited by
Desailly, 2012:98). Tailored towards historical enquiry (Appendix 4) and English
based activities (Appendix 5), the children will be asked challenge questions to
stimulate deeper thinking and provide opportunities for formative assessment to
ensure appropriate support and challenge is provided for pupils to reach their full
potential. Desailly further implies that questioning can be non-verbal and verbal, this
is reinforced within the History activity (Appendix 4) as the children will be exploring
artefacts they may have never seen before and enables the children to ask
questions themselves reflecting how creativity underpins the resource (2012:97).
This provides a stimulus for the children to learn through being curious and enquiring
about a person living in the war to ensure children can relate learning within a real-
life context. However, availability of historical artefacts (Appendix 4) and school
funding to provide accessibility of this is a possible implication which may limit
concrete-based activities. If this is the case, the class could still access artefacts
through visiting historical museums and photograph evidence to be reflected upon in
the classroom.
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