‘A highly practical overview of creative teaching and learning for both novice and seasoned primary teachers; this second edition features useful content on the new National Curriculum in England, such as possibilities for creativity in different subjects and consideration of creative assessment. In a nutshell, super-accessible and inspiring!’ -Emese Hall, PGCE Primary Lead & MA Creative Arts in Education Tutor, University of Exeter Creativity is an integral element of any primary classroom, and the new curriculum allows greater freedom than ever before to incorporate this in your teaching. Being a creative teacher involves generating new ideas, reflecting upon and evaluating different teaching approaches, and establishing an environment that supports creativity in your pupils. Filled with ideas, activities and reflective tasks and underpinned by relevant theory, this practical book explores how to develop as a creative teacher, empowering you to implement your own engaging and inspiring approaches to planning, teaching and assessment. Drawing from detailed real-life examples, this second edition includes: • Updated links to the new National Curriculum and Teachers’ Standards • More guidance for each curriculum subject area • Increased coverage of assessment and creative teaching for differentiation

A Creative Curriculum
A Creative Curriculum

This final part of the book aims to help you put all you have learned into practice. It examines how to plan for creative outcomes, how to assess creatively and to assess creativity, and how to plan in cross-curricular ways, including how to plan with parallel learning objectives, knowing when to make links and when to teach subjects discretely. In order to do this it examines and comments on case studies from a variety of primary classrooms. This begins with looking at how key elements of creativity can be used in planning individual lessons. It also shows how creative elements can be added to a more standard lesson and highlights additional considerations from research. From here we consider how ...

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