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# How could we integrate our curriculum more creatively?

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## Mahmuda Khatun

on 23 November 2015

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#### 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
et al
, 2012).

Can creativity be assessed?
ESTC6010
How could we integrate our curriculum more creatively?
Maths
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 .

Problem-solving activity
- 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.

Art
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.
English
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.
Drama
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.
Science

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

jack
and the
beanstalk
Year 2
Drama
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)
Progression
Assessment allows teachers to find out what children can do and what difficulties they maybe facing.
Formative assessment - self or peer assessment
Planning
Cross Curricular can be a method to make our curriculum more creative
Other approaches to integrate the curriculum more creatively
Technology

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
Make connections
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

Group-work
Music
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.
English
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
Visual Learning
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

Maths
Science
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.
Torrance Test
Guilford (1967) developed the Torrance Tests of Creative Thinking (TTCT)

Fluency
Elaboration
Originality
Flexibiality,
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
Different ideas come together > Increases confidence
Disadvantages of working in a team
Ideas/opinions collide
Disagreement which could involve someone becoming upset
May become over-dependent
Participation

Fogarty (1991)
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.
Auditory
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.
Kineasthetic
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
Problem Solving
Communication
Collaboration
Actively involved
Become more independent and confident learners
Assessment
Creative Teaching
Time
Integrated Curriculum with Creativity
However, planning can be an issue...
The Five Creative Dispositions Model
Has a positive impact towards student's education!
Choosing the skills

Theme

Ensure each unit activities have a purpose

Assessment

Develop children's understanding through questionning

Brainstorm the whole topic to ensure it is relevant
How to integrate the curriculum.
USA: Corwin.
Pleaser refer to Appendix 2 to read the lesson plans more closely
References
(Wilson, 2015, p.39)
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Barnes, J (2007) Cross Curricular Learning. London: SAGE Publications.

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