Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
How could we integrate our curriculum more creatively?
Transcript of How could we integrate our curriculum more creatively?
Creativity 'introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement’ (DfES, 2013, p.5).
Research on creativity showed that creative thinking drops at the age of 8-9 years old in comparison to when they begin school (Torrance, 1967, cited in O'Sullivan
Can creativity be assessed?
How could we integrate our curriculum more creatively?
Create a giant’s feet template and compare it to their own feet size.
Draw an outline and then colour the difference to see the contrast .
- children can measure the giant’s foot with cubes. They can begin to estimate then test how much are actually required.
Use the same giant's feet template and compare it with your peers on your table.
Make your own foot paper mache from the measurements carried out in your Mathematics lesson.
As a class, you will create a tall Beanstalk using the paper mache method. They will then need to paint the Beanstalk.
After completing and allowing it to dry, children will glue on their paper mache feet to the Beanstalk.
Children will be working as a team to accomplish the task.
Write your own ending from when the Giant catches Jack using a script template with a group of four's.
Questions to consider:
Will Jack be able to safe himself from the Giant?
What will the Giant do?
Will he harm Jack or will he be friendly?
This will develop children's imagination and will prompt them to think of an alternative ending.
Prior to the Science lesson, children will have observe different structures a plant or stem can grow. This can be taken into a Drama lesson, where children will have to imitate the structure of the branches. They will then print these pictures out and include captions about what the picture means or what it is trying to say.
Question children ‘would Jack’s bean really grow?'
Investigate different types of seeds, for example, cress seeds, beansprouts or runner beans
To consolidate learning, children can plant a seed and grow it.
They will observe and record the process.
Children can be introduced to the concept of clouds/sky
Advantages of a creative curriculum
Disadvantages of a creative curriculum
After completing the script in the English lesson, children will then enact the play in front of the class.
To make it more creative, children will have props from the Art lesson and other props will be provided
NC link - 'Drama & role-play can contribute to the quality of pupils’ writing... develop and order their ideas through playing roles and improvising scenes in various settings.
(NC, 2013, p. 31)
NC link - become proficient in drawing, painting, sculpture and other art, craft and design techniques (NC, 2013, p.176)
NC link - observe and describe how seeds and bulbs grow into mature plants (NC, 2013, p.152)
Assessment allows teachers to find out what children can do and what difficulties they maybe facing.
Adapt their teaching and planning
Formative assessment - self or peer assessment
Cross Curricular can be a method to make our curriculum more creative
Other approaches to integrate the curriculum more creatively
Cross-curricular learning is defined as ‘when the skills, knowledge and attitudes of a number different disciplines are applied to a single theme or idea’ (Barnes, 2007, p.8)
Cross-curricular allows children to
Provides them opportunities to work collaboratively
Enhance their knowledge.
'if they can't connect to what they're learning - can't make it personal - or relate it to what they know already, then they'll never retain it'.
Holistic view of learning
Growth of knowledge
Make secure connection between knowledge components
They will be shown a video of a growing beanstalk and the children will be required to clap according to the pace of the growing beanstalk. For example, the faster the beanstalk is growing, the faster they will be clapping.
Using the beanstalk created in Art and a hand puppet, the hand puppet will be used to climb the beanstalk, where the teacher will be creating certain situations that require children to produce a high or low tempo sound. For example, if Jack slips, the drumming can go faster.
Inform the class that Jack's mum does not no where her son is, so she needs help creating 'missing' posters to put around her village.
They will be making the posters using Microsoft Word. Teachers will have to demonstrate how a missing poster looks like as well as explain how the software works.
Children can take pictures of the stages of the plant, upload them onto the computer and put it in order.
They can then include a caption explaining the process
Visual, Auditory and Kineasthetic
English - children can be shown a video of Jack and the Beanstalk.
Mathematics - children will measure the size of the Giant's feet with their own.
Science - children will observe the growing of their plants.
These appraoches are to accomdate children who understand through watching/seeing.
Teacher can begin the Maths class with a starter using the interactive whiteboard. This can be an interactive way to encourage children to participate as well as encourage them
But how do we assess creativity?
No fixed definition and no fixed criteria
Remove the concept of creativity from 'the realm of mystery and superstition' (Starko, 2010, p.284).
Azzam (2009, cited in Brookhart,2010, p.131) argues that creativity should not be assessed.
Guilford (1967) developed the Torrance Tests of Creative Thinking (TTCT)
Resistance to premature closure
Abstractness of titles
TTCT Verbal - describing test
TTCT Figural - given a shape and have to draw something with it.
Working in a team
Group of people interact to achieve a goal,
Working collaboratively is aimed to improve the school team (Vogt, 2002).
Advantages of working in a team
Everyone taking responsibility to help improve the school
Reduces stress and workload
Different ideas come together > Increases confidence
Disadvantages of working in a team
Disagreement which could involve someone becoming upset
May become over-dependent
Any discreteness of subjects, may build an artificial barriers in their minds and may fail to make connections.
Cross-curricular reduces to understand full subject.
Implementing creativity in a CC appraoch may overlook important aspects when making connections.
English - class teacher can read the story out loud (story-telling)
Mathematics - children can listen to the stump of the Giants feet then predict how big the foot size will be.
Science - children can listen to way plants are grown through a video
These appraoches are to accomdate children who understand through listening.
English - children touch the beanstalk made in Art, and write a narrative explainings Jack's feeling (first person)
Mathematics - children will measure the size of the Giant's feet with their own or their peers.
Science - children will growing their own plants.
These appraoches are to accomdate children who understand through physical activities.
Scamper: Games for Imagination Development
By Bob Eberl
Form One: Within a Single Discipline
Form Two: Across the Disciplines
Form Three: Within and Across Learners
Everyone learns in different ways!
Critical thinking skills
Become more independent and confident learners
Integrated Curriculum with Creativity
However, planning can be an issue...
The Five Creative Dispositions Model
Be ready to compromise!
Has a positive impact towards student's education!
CC link to Drama please refer to Appendix 3
Choosing the skills
Cross curricular links
Ensure each unit activities have a purpose
Develop children's understanding through questionning
Brainstorm the whole topic to ensure it is relevant
Read: Fogarty, R (2009)
How to integrate the curriculum.
Pleaser refer to Appendix 2 to read the lesson plans more closely
(Wilson, 2015, p.39)
All Psychology Careers (2008) Measuring Creativity. Available at: http://www.allpsychologycareers.com/topics/measuring-creativity.html (Accessed: 6 November 2015).
Ashykeen, N (2015) Howard Gardner’s Theory of Multiple Intelligence. Available at: http://psychicaldrift.blogspot.co.uk/2015/06/howard-gardners-theory-of-multiple.html (Accessed: 1 November 2015)
Barnes, J (2007) Cross Curricular Learning. London: SAGE Publications.
Brookhart, M. S (2010) How to assess higher-order thinking skills in your classroom. USA: ASCD.
Cad, N (2014). If you ever want to know what a teacher mind is like. Available at: https://www.pinterest.com/pin/397653842072385529/ (Accessed 5 November 2015)
Cliparts (2015) Teamwork. Available at: <a href="http://cliparts.co">Image source</a> (Accessed: 17 November 2015)
Department of Education (2013) The National Curriculum in England. United Kingdom: DfE Publications.
Drake, M. S., and Reid, J. (2010) ‘Integrated Curriculum: Increasing relevance while maintain accountability’, The Literacy and Numeracy Secretariat, 1(28), pp. 1-4.
Drake, M.S., and Burns, C. R. (2004)
Meeting Standards Through Integrated Curriculum
. USA: ASCD
Edutopia (2015) Teacher Collaboration: Spreading Best Practices School-Wide. Available at: (Accessed: 6 November 2015).
Edmonton Regional Learning Consortium (2015) Learning through Competencies. Available at: http://erlc.ca/resources/resources/cross_curricular_competencies_overview/ (Accessed 2 November 2015)
Galgo, A (2013) A Povedan Initiative on Curriculum Integration and Socio-Pastoral Formation. Available at: http://www.slideshare.net/Inaro1968/poveda-social-action-talaban-project-ab-galgo2007 (Accessed 5 November 2015)
Irish National Teachers’ Organisation (2009) Creativity and the Arts in the Primary School. Dublin: VF House.
Lucas, B., Claxton, G., and Spencer, E. (2012) Progression in Creativity: Developing new forms of assessment: Background Paper for the OECD conference "Educating for Innovative Societies" Available at: https://drive.google.com/file/d/0B6rift-NquGOYmhMZEZBNUZSMzg/edit?pli=1 (Accessed: 29 October 2015)
Norfleet, C (2015) Integration for Education. Available at: http://www.jitterbit.com/blog/integration-for-education/ (Accessed: 15 November 2015)
Starko, A.J. (2010). Creativity in the classroom: Schools of curious delight. 4th ed. New York, NY: Routledge.
Teaching Strategies (2010) Research Foundation: The Creative Curriculum’. Available at: http://teachingstrategies.com/content/pageDocs/Research-Foundation-Creative-Curriculum.pdf (Accessed: 1 November 2015).
Wilson, A (2015). Creativity in Primary Education. 3th edn. London: SAGE Publications.
Vogt, F (2002)
Teacher teamwork - supportive cultures and coercive policies?
Available at: http://www.leeds.ac.uk/educol/documents/00002159.htm (Accessed: 2 November 2015).
Technology in Education
. Available at: https://www.adobe.com/content/dam/Adobe/en/education/pdfs/adobe-wp-tech-education-03062009.pdf (Accessed: 2 November 2015).
Aschermann, E. and Klenzan, J. (2015) ‘Collaborative Learning Processes in Teacher Training: Benefits and Costs’,
11 (3), pp.138-156.
Ashley, J. (2010).
Promoting a creative curriculum and achieving high standards
. Available at: http://dera.ioe.ac.uk/2078/1/download%3Fid%3D76802%26filename%3Dpromoting-a-creative-curriculum-summary-report.pdf (Accessed: 27 October 2015).
Baublits, L. J. (2014) ‘Promoting Creative Capacity in Followership Education’,
Journal of Leadership Education
, 13 (14), pp. 146-155.
Birchinall, L. (2013) ‘Case study of trainee teachers’ responses to the impact on engagement and motivation in learning through a model of cross-curricular context-based learning: ‘keeping fit and healthy’,
The Curriculum Journal,
24 (1), pp.27-49.
Cachia, R., Ferrari, A., Ala-Mukta, K., and Punie, Y. (2010)
Creative Learning and Innovative Teaching Final Report on the Study on Creativity and Innovation in Education in the EU Member States
. Available at: http://ftp.jrc.es/EURdoc/JRC62370.pdf (Accessed: 6 November 2015)
Dilek, D. (2012)
Using a Thematic Teaching Approach Based on Pupil's Skill and Interest in Social Studies
Teaching. Available at: https://centres.exeter.ac.uk/historyresource/journal13/IJHLTR%2012%20MASTER%20FILE.pdf (Accessed: 2 November 2015).
Fogarty, R. (1991). ‘Ten ways to integrate curriculum’,
Gardner, H. (2004)
Frequently asked questions—multiple intelligences and Related educational topics.
Available at: http://www.sylvaniasouthview.org/Summer/Multiple%20Intelligences%20FAQ.pdf (Accessed: 28 October 2015).
Grainger, T., and Barnes, J (2006).
Creativity in the primary curriculum.
Hanafin, J. (2014) ‘Multiple Intelligences Theory, Action Research, and Teacher Professional Development: The Irish MI Project’, A
ustralian Journal of Teacher Education
,4 (39), pp.126-142.
Haydon, L. (2008).
Engaging primary school learners through a creative curriculum.
Available at: http://www.curee-paccts.com/files/publication/1230895566/Engaging_primary_schools_learners_through_a_creative_curriculum.pdf (Accessed: 28 October 2015).
Hayes, D. (2010) ‘Education 3-13: International Journal of Primary, Elementary and Early Years Education’,
, 38 (4), pp. 381-387.
Heltrerbran, V. (2008) ‘Planning for Instruction: Benefits and Obstacles of Collaboration’,
The International Journal of Learning
, 15 (1), pp. 89-93.
Jarvis, T. (2009) ‘Promoting creative science cross- curricular work through an in-service programme’,
School Science Review
, 90 (332), pp. 39-46.
Jordan, A., and Carlile, O. (2012)
Approaches to Creativity: A Guide for Teachers.
New York: Open University Press
Johnson, J. N (2003).
Working in teams
. Victoria: Department of Education and Training
Johnston, J., Taylor, K., and Iahmad-Williams, L. (2010)
London: Continuum International Publishing Group.
Kampylis, P. and Berki, E. (2014).
Nurturing creative thinking
. Available at: http://unesdoc.unesco.org/images/0022/002276/227680e.pdf (Accessed: 26 October 2015).
National Advisory Committee on Creative and Cultural Education (1999)
All our Futures: Creativity, Culture and Education.
Available at: http://sirkenrobinson.com/pdf/allourfutures.pdf (Accessed: 29 October 2015).
National College for School Leadership (2004)
Developing creativity for learning in the primary school: A practical guide for school leaders
. Available at: http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/randd-creativity-for-learning.pdf (Accessed: 31 October 2015)
Nielsen, T. L (2008).
Does teachers' ordinary daily teamwork support teacher learning and organizational learning?
Available at: http://www2.warwick.ac.uk/fac/soc/wbs/conf/olkc/archive/olkc3/papers/contribution305.pdf (Accessed: 1 November 2015).
Newton, L. and Beverton, S (2012) ‘Pre-service teachers’ conceptions of creativity in elementary school English’,
Thinking Skills and Creativity
, 1 (7), pp. 165-176.
Park, M. (2008). 'Implementing Curriculum Integration: The experiences of Korean elementary teachers’,
Asia Pacific Education Review
, 9 (3), pp.308-319.
Shaheen, R. (2010) ‘Creativity and Education’,
, 1 (3), pp.166-169.
Shaheen, R. (2010)
An investigation into the factors enhancing or inhibiting primary school childrens’ creativity in Pakistan
. Available at: http://etheses.bham.ac.uk/1239/1/Shaheen10PhD.pdf (Accessed: 29 October 2015)
Soule, H., and Warrick, T. (2015) ‘Defining 21st Century Readiness for All Students: What We Know and How to Get There’, Psychology of Aesthetics, Creativity, and the Arts, 9 (2), pp.178-186.
Sharp, C (2004) ‘Developing young children’s creativity: what can we learn from research?’, Topic, 1(32), pp. 5-12.
Thomson, P., Hall, C. and Jones, K. (2012) ‘Creativity and cross-curriculum strategies in England: Tales of doing, forgetting and not knowing’, International Journal of Educational Research, (1) 55, pp.6-15
United Nations Educational, Scientific and Cultural Organisation (2005) Integrating ICTs into the Curriculum: Analytical Catalogue of Key Publications. Thailand: UNESCO Asia and Pacific Regional Bureau for Education.
Wilson, V (2010) Boost Your Child's Creativity: Teach Yourself. London: Hodder Education.
Read: Gardner, H (2011)
Frames of Mind: The Theory of Multiple Intelligences.
USA: Basic Books
Read: Drake, M. S., and Burns, C. R (2004)
Meeting Standards Through Integrated Curriculum.
NC link - predicting what might happen on the basis of what has been read so far (NC, 2013, p.28)
NC link - can solve problems by applying their mathematics to a variety of routine and non- routine problems (NC, 2013, p.99)
Read Parker, D (2013)
Creative partnerships in practice: developing creative learners.
London: Bloomsbury Education