|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Case study 1 x case study / observational research report (3400 words)||50%|
|Semester Assessment||Lesson plan 1 x lesson plan with theoretical justification (2000 words)||30%|
|Semester Assessment||Reflective portfolio 1 x reflective portfolio and diary (1350 words)||20%|
|Supplementary Assessment||Case study Failed elements must be re-taken if the student?s average mark falls below the required pass mark of 50%. A new observation of 30 hours will need to be conducted 1 x case study / observational research report (3400 words)||50%|
|Supplementary Assessment||Lesson plan 1 x lesson plan with theoretical justification (2000 words)||30%|
|Supplementary Assessment||Reflective portfolio 1 x reflective portfolio and diary (1150 words)||20%|
On successful completion of this module students should be able to:
Demonstrate an understanding of the role of the imagination and creativity in children'r learning and development.
Understand and critically evaluate the role and status of creativity within educational policy and practice from the early years through to higher education.
Identify and evaluate ways in which practitioners can support and enhance development of creativity and the imagination, analysing and justifying these methods.
Be able to critically analyse and evaluate the creative actions and development of a child / small group of children from research observations.
Critically reflect upon the understanding and development of one'r own creativity throughout the module, analysing the implications of this in terms of personal development and employability.
Demonstrate a critical engagement with relevant source material.
Creativity and its associated attributes (including motivation and problem solving) are encouraged throughout the early years and primary curricula in England and Wales (e.g., DfE, 2007). Government policy encourages creativity across all subjects not just in art, with the EYFS placing particular emphasis upon the value of creative and imaginative play for children'r development and learning (Wood & Attfield, 2005). This is a contentious issue however, with research suggesting that schools may struggle to implement creative and play-based approaches within the National Curriculum given the emphasis upon formal learning strategies and targets (Moyles, 1989; Dawson, D'rndrea, Affinito & Westby, 2000). This module will address the position and status of creativity throughout the education system in England and Wales, focusing upon policy, practice and the role of the educational practitioner.
This module is designed to develop student'r theoretical and practical understanding of the role and status of creativity within various subjects during the early years and national curriculum. Students will learn about the role of the practitioner in providing for, supporting and enhancing children'r? creative development, as well as developing a reflective and critical awareness of their own creative potential.
Session 1: Creativity in education: an introduction and historical overview.
Session 2: Creativity, learning and development.
Session 3: Creativity in the Early Years: Policy and Practice.
Session 4: Creativity and the national curriculum: Policy and practice.
Session 5: Creative approaches in alternative education systems: Steiner and Reggio Emilia.
Session 6: Promoting creativity in the classroom I: The role of adults.
Session 7: Promoting creativity in the classroom II: Practical approaches.
Session 8: Observing, documenting and assessing creativity in the classroom.
Session 9: The creative adult? Creativity in further and higher education.
Session 10: Reflecting on creativity and the creative process.
|Skills Type||Skills details|
|Application of Number||Occasional descriptive statistics in lectures and sources.|
|Communication||Oral communication skills will be essential for participation in seminars, particularly during practical creative activities that will take place in groups. Oral communication will also paramount during school visits for the research project. Written communication will be required for all assessments.|
|Improving own Learning and Performance||Students will receive feedback on their assignments and during seminar activities to improve their performance. Students will critically reflect upon their own learning and performance in their reflective portfolio / diary.|
|Information Technology||Written assignments should be word processed. Assignments may involve innovative use of IT such as including photographs, maps, classroom plans etc.|
|Personal Development and Career planning||Assessments will be directly relevant to those who wish to progress onto the PGCE or to continue research at postgraduate level. The reflective portfolio / diary will show evidence of personal development through the course of the module.|
|Problem solving||Problem solving is an essential aspect of critical assessment and evaluation. Students will exercise this in all assignments. Problem solving will be directly relevant to the design of a lesson plan that facilitates creative development through play, literacy, art or music. Students will also be required to apply their knowledge to practical problems and case studies given in seminars.|
|Research skills||Research skills will be required for all assessments and for participation in seminar activities. Students will be required to carry out a small scale research project using observational methods.|
|Subject Specific Skills|
|Team work||Team work will be required for group activities during seminars. This may involve making a collaborative creative product (e.g., design of a learning environment or lesson plan).|
This module is at CQFW Level 7