Summary
Contents
Subject index
“An alien spaceship crash landed in my playground today” For one primary school in England, this was not an ordinary day. It was a fabulous day of inspiration, writing, drawing, discovering and learning for the pupils, the staff and the parents. But the best thing of all? The only truly out of the ordinary thing was the alien spaceship. So how do you make creativity a more everyday part of primary teaching? Teachers and trainees agree that creativity is a fabulous thing. But to get creative approaches into everyday teaching, you need to tackle the question - what is creativity? This book explores this question in an accessible and practical way. It helps trainees to do more than ‘know it when they see it’, by helping them to understand the separate and very diverse elements of creativity. The third edition of this popular text retains key material, but it has been updated and revised to include two new chapters on the creative curriculum, along with links throughout to the Standards and the new National Curriculum. This book will help you enhance your teaching so you and the children in your class can be: fellow explorers, adventurous discoverers and spontaneous investigators!
Creativity and Spiritual, Moral, Social and Cultural Development
Creativity and Spiritual, Moral, Social and Cultural Development
Chapter Objectives
By the end of this chapter, you should:
- understand more about spiritual, moral, social and cultural development and how these are linked to creativity;
- recognise the importance of the learning environment in enhancing both SMSC and creativity;
- have reflected on the importance of process rather than content in encouraging children's creativity across all subject areas.
This chapter addresses the following Teachers' Standards (DfE, 2012):
- set high expectations which inspire, motivate and challenge pupils;
- promote good progress and outcomes by pupils;
- adapt teaching to respond to the strengths and needs of all pupils;
- manage behaviour effectively to ensure a good and safe learning environment.
Case Study
Leigh was a rather troubled and disorganised six year old, often late ...
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