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Website: Learning Excellence Award
Page Title: Case Studies : Curriculum Development : Creativity
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Creativity
Creativity in the Curriculum
( 74 k)
Posted : 5th Apr 2007

Banks Methodist School

Banks Methodist is committed to the live arts - it is an essential component in developing the ‘whole child’. As a very small school, every child has an opportunity and is encouraged to involve him or herself in the arts and creativity.

Within a gifted and willing community, we saw an opportunity to involve, not only the children, but families and friends, in a project to enhance skills and opportunities for the children despite the constraints of a prescriptive National Curriculum.

Every Thursday afternoon an ‘army’ of grown ups arrive in school to work with groups of children, mixed ages, between four and eleven years old - yes, we are an ‘inclusive school’ - willing to share their ‘gifts’ and skills with the children on a pre-planned programme of activities.

Children throughout the year get a ‘taste’ of various activities and develop skills across a wide range of activities including cross stitch, knitting, baking, ICT, quilling, horticulture, modern technology, textiles, card/book making, etc.,  culminating in an ‘Arts Festival’ or annual competition.

Volunteers come from the local WI, Chapel, Governors, Families, the wider community; are all CRB cleared and receive induction training.

The project has evolved since Sept. 2004.

A More Relevant, Creative and Skills-Based ...
( 61 k)
Posted : 24th Jul 2008

... Curriculum

Peel Park Primary School

We started by looking at a competence led curriculum and by identifying the type of learners we wanted to achieve. We put together our ideas of what a successful Y6 pupil would look like and created a "Learning Profile". We then defined our shared understanding of "Creativity" and how we could change the curriculum to ensure much more relevance, enjoyment and active learning could be achieved.

We decided an a "themetic" approach based on clear "Contexts for learning" -these would be based on real (as opposed to contrived) links. It was necessary to change the planning formats to accommodate a new style of skills-based planning. Contexts for learning were decided upon by each of the teams in school (Foundation, KS1, Lower and Upper KS2.) An initial "brainstorm" of ideas takes place, then the skills to be covered are identified, mapped and recorded and then a sequence of lessons is identified.

Literacy and numeracy are taught each day and linked to the theme if possible. RE, PE and some science is blocked, as are other aspects of the curriculum that don't fit.

Key NC skills are progressively being assessed. A "Creative" pupil council exists which is visiting creative industries, suggesting projects and evaluating our learning journey. There is much more evidence of teachers taking risks, visits and visitors, pupils shaping learning and enjoying the refreshing and often unexpected formats of lessons.

Learn to learn creativity
( 61 k)
Posted : 10th Apr 2008

Coppull Parish C of E Primary (Innovative Practice Award)

image of coppull school

• Aim was to develop a creative, skills based curriculum that gives ownership of learning and teaching back to the teachers. We wanted to develop a cross curricular approach to learning that enables the children to make connections between different aspects of learning.

03/04:
• we started with a series of staff meetings that established our shared vision of School's curriculum:

 To promote a creative curriculum with a focus on developing basic skills and maintaining standards. 
 To promote the Every Child Matters agenda through our curriculum approach
 To put the fun back into learning and teaching.

• We agreed we would not rush into new approaches, we wanted to be innovative and realised we had to be prepared for things to be successful and to fail. We would monitor and evaluate through out the process.

• At the start Subject leaders were encouraged to develop their skills.

04/05:
• We began by following the approach promoted in the Excellence and Enjoyment materials, rearranging the existing curriculum to make subjects fit together, agreeing to block subjects where appropriate to help the children connect more to their learning.  Teachers were encouraged to specialise in their subjects and work together.

• This was re-evaluated after 12 months

05/06:
• Emphasis on Music, PE and Literacy.

• Ofsted inspection in 06 encouraged our efforts emphasising the development of skills to maintain the rigour.

• We worked on identifying the necessary core skills to give a focus to learning.

Creativity
( 59 k)
Posted : 24th Jul 2008

Brinscall St. John's Primary School

For all members of school life to be involved and have an awareness of a creative curriculum.
For children’s learning to have more meaning. To increase relevance and bring real-life learning situations together.

For parents to have a greater awareness of their child’s curriculum in order to support them at home and increase enthusiasm. To use the skills/expertise parents have to offer.
Policy documents to include reference to creativity in curriculum so that this is embedded in children’s learning.

To extend provision for creative thinking in curriculum. For children and staff to enjoy school. Freedom for teachers to plan using a more cross-curricular approach.
To create links with outside agencies/other schools in order to enhance children’s learning. Increased use of specialists to teach and support children and advise staff.
Teachers to increase opportunities for creativity in their planning and teaching. Teachers to achieve their performance management targets.

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