Creativity

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• Creativity.
• digging deeperto ensure our curriculum supports
  profound learning

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Aims

• Enhance our understanding of creativity
• Why creativity is so important
• How we can promote it and spot it
• How we can sustain creativity
• (the where, what and how)
• How we can build a 21st century, personalised
  curriculum

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• What would the world be like in 20 years time?

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21st Century Learning

• What does this mean for youngsters and for
  schools ?

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Should we label learners ?

• Did you know each one of us has 100 billion brain
  cells, called neurons and each neuron likes to
  connect with others !
• The thinking and learning potential
• is hard to imagine because of the number of
  connections it can make.
• Our brain potential is unlimited !

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Schoolsdilemma

• Michelin Star
• v
• Mc Donalds

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Ofsted inspection section 5

• The schools curriculum provides memorable
• experiences and rich opportunities for high
• quality learning and wider personal
• development and well being. The school maybe at
  the forefront of successful innovative curriculum
  design in some areascross curricular provision,
  including literacy, numeracy and ICT is mainly
  outstanding.
• Grade descriptor outstanding

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Ken Robinson, the guru of creativity

• All children start their school careers with
  sparkling imaginations ,fertile minds and a
  willingness to take risks with what they think .
  Most students never get to explore the full range
  of their abilities and interests.
• Linear v Diversity

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Mick Waters (Director QCA 2008)

• The programmes of study are just the
  ingredientsImagine the ingredients of a meal
  separated in the kitchen, ready to eat. How do we
  create an appetising salad? In schools we usually
  serve the ingredients separately imagine eating
  tomatoes for 40 minutes, followed by lettuce for
  40 minutes then, after a 15minutes break, sitting
  down to double onions.

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The Rose Report

• The curriculum must provide all pupils with a
  broad and balanced entitlement to learning which
  encourages creativity and inspires in them a
  commitment to learning that will last a life
  time.
• The content should be organised as it is now
  under knowledge skills and understanding but
  structured as six areas of learning to enable
  children to benefit fully from high quality
  subject teaching and equally challenging cross
  curricular studies .

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The Rose Report 2009

• The touch stone of an excellent curriculum is
  that it instils a love of learning for its own
  sake .This means that primary children must not
  only learn what to study ,they must also learn
  how to study and thus become confident, self
  disciplined individuals capable of engaging in a
  lifelong process of learning.

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Creativity. a definition

• Imaginative activity fashioned so as to produce
  outcomes that are both original and of value
• All our futures document, DfeS

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• The application of independent original thinking
  
• M.Joubert

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And what its not .

• Only the Arts
• Always the Arts
• Only for the few (creative geniuses)
• Freedom without control

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SUSTAINABLE CREATIVITY

• Teaching creatively
• Teaching for creativity

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Ofsted 2009

• CURRICULUM
• well organised cross curricular links that allow
  scope for independent enquiry
• inclusive, accessible and relevant for all pupils
  
• a focus on experiential learning ,with knowledge
  understanding and skills developed through first-
  hand practical experience and evaluation
• well integrated use of technology
• effective preparation for their next stage of
  learning
• clear links between local communities and
  cultures often drawing on local knowledge to
  enhance pupil learning
• a broad and balanced enrichment programme
• flexible timetabling to accommodate extended,
  whole school or whole year activities
• partnerships that extend pupils opportunities
  for creative learning

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Secret of success in school?

• Wait to be told what to do and do it well!
• - Ideas evolve like we do through mutation , we
  cant have children simply thinking the thoughts
  we think, otherwise the world will end!
• Ian Gilbert, Independent Thinking

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So what are schools changing now?

• Literacy and Numeracy a.m.
• Cross curricular approaches p.m.
• Special themed weeks where timetable is collapsed
• One off events
• Still embracing QCA but wanting to change
• Wanting buy off the shelf a new curriculum
  which will replace QCA
• Embracing cross curricular provision fully
  including Literacy and Numeracy within this, if
  authentic, and tracking progress through skills
  ladders. e.g. Pye Green Valley School Where have
  all the Miners gone?
• Using Learning to Learn approaches alongside
  content changes, in the Rose report this is
  recognised as Essential for Learning and Life
• Ensuring pupil voice is given credence in terms
  of curriculum choices
• Evidence of impact is emerging

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Ken Robinson the guru of creativity

• All children start their school careers with
  sparkling imaginations ,fertile minds and a
  willingness to take risks with what they think .
  Most students never get to explore the full range
  of their abilities and interests.
• Linear v Diversity

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• When inspectors visit classrooms they are
  looking for evidence of critical thinking
  ,creative thinking and imagination.
• But which teaching methods best achieve these
  kinds of thinking?

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Learningcreative approaches that raise standards
Ofsted 2010

• Teachers felt confident in encouraging pupils to
  
• Make connections across traditional boundaries
• Speculate constructively
• Maintain an open mind while exploring a wide
  range of options
• Reflect critically on ideas and outcomes

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Monitoring and evaluation of impactof curriculum
(latest Ofsted news)

• The role of Middle Leaders/Subject /Aspect
  Leaders
• How the assessment of pupils is built on from
  previous teacher
• Consistency of expectations in Writing in
  Literacy and Cross curricular.
• The pupil consultation influence

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Indicators of creative thinking

• Pupils may demonstrate that they can
• generate imaginative ideas in response to stimuli
• discover and make connections through play and
  experimentation
• explore and experiment with resources and
  materials
• ask, why, how, what if and unusual
  questions
• try alternatives or different approaches
• look at and think about things differently and
  from other viewpoints
• respond to ideas, tasks and problems in
  surprising ways
• apply imaginative thinking to achieve an
  objective
• make connections and see relationships
• reflect critically on ideas, actions and outcomes
• It is an enabling device which can be stimulated
  or stifled by educators!

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• PUPIL VOICE ON A NEW CURRICULUMQuestion What
  makes learning exciting now and in the future
  ?(NCSL Summer 2008)

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The Childrens charter

• To learn about real things, things which matter
  to us
• To break down barriers between subjects into real
  life topics
• To learn from experts who inspire us
• To learn more about the world, world events and
  where we live
• To be involved in choosing what we learn what
  interests and inspires us
• More opportunities to work in teams, to learn
  from one another and to work with different age
  groups
• More time to learn, to research and more time to
  finish
• To learn by doing and making
• To learn with our parents and other adults
• To communicate our learning through the
  technologies we use
• To communicate and learn with children from other
  countries
• To learn more by being outside the classroom and
  outside school
• To be listened to

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Research for Curriculum 360 Professor Mick
Waters, to help me learn I need ..

• invent, play, make, do and mend
• meet a range of people
• gather and articulate knowledge
• use real purposes and audiences
• talk about futures
• contribute to school and community life
• have a world view
• value my education
• be with adults who tell me they like me

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• The pursuit of novelty without quality
• Subjects are essential but not sufficient ,think
  outside rigidity of subject boxes

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A look in the creative tool box

• Associating, brainstorming, evaluating,
  generalising, handling ambiguity and paradox,
  hypothesising, inferring, inventing ,personifying
  ,predicting, problem solving, solving and making
  analogies, visualising,

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• Making connections is how we make sense of the
  world and making new connections is the basis of
  all creative thinking.
• Robert Fisher

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Why connections are important

• By increasing the number of connections between
  different types of experience pupils get under
  the skin of an area of knowledge. This helps
  make new meanings and deeper understanding.
• Following up links they have identified allows
  natural curiosity to bloom, absorption is obvious
  as they explore how things that interest them
  connect.

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Blooms taxonomy of thinking

Creating Evaluating Analysing
Applying Understanding Remembering
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Learning creative approaches that raise
standards Ofsted 2010

• The most effective teaching and learning
• Open ended questioning encouraged independent
  thinking ..Teachers succinctly set out the
  territory to be explored and ensured that the
  learning objectives were kept clearly in view,
  while encouraging pupils to make decisions about
  which avenues to investigate and to reflect on
  the progress made. Pupils responded
  enthusiastically ..to opportunities to work
  collaboratively, make choices and to present
  their work for review by teachers and peers.
• Teachers lack of confidence in working creatively
  and an anxiety about how such an approach would
  help them to meet targets characterised less
  effective teaching and learning.

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Questions about thinking

• What is a thought?
• Where do thoughts come from?
• Can you stop thinking?
• How do you you remember things?
• What helps you to think?
• Does your brain talk to you or do you talk to
  your brain?
• Can you think someone elses thoughts?
• Why are some people better at thinking up things
  than others?
• Why doesnt your brain always work in the same
  way?
• How do you get a better brain?

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• Philosophy for Children
• P4C

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• What colour is Monday?

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• Is a broken down car parked?

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What is a third of love ?

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• Was Goldilocks a burglar?

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• What colour is the back of a rainbow?
• Did Theseus cheat in the labyrinth?

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The most effective teaching .Ofsted 2010

• Teachers guided but did not over direct pupils
• Considerable emphasis was placed on developing
  skills, especially problem solving and
  communication, with pupils able to track their
  progress and to understand how one level of
  competence led on to the next
• Teachers questioning skills were excellent.They
  fostered a spirit of enquiry and an awareness of
  there being multiple possibilities rather than
  one answer
• Pupils with widely different abilities and
  interests were fully engaged and appropriately
  challenged(continued..)

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• ..
• Teachers and pupils used many technologies, to
  gather information, to model possible solutions
  to complex questions, to construct presentations
  and communicate in an engaging and provocative
  way.
• Role play was used to explore ideas to encourage
  empathy and speculation, to practise working in
  teams and making decisions, and to build
  confidence.
• Teachers and pupils responded enthusiastically
  ,purposefully and with curiosity to opportunities
  offered by partnerships and outsiders with
  specific expertise

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Glen Dolman

• Learning is the greatest game in life and the
  most fun.
• All children are born believing this and will
  continue to believe it until we convince them
  that learning is very hard work and unpleasant.
• Some kids never really learn this lesson, and go
  through life believing that learning is fun and
  the only game worth playing.
• We have a name for these people we call them
  geniuses.
• Our challenge is to bring out the genius in
  everyone.