Presentation 2 - Martin Hollins Nov

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Creativity, Innovation and Assessment

• A review of recent developments
• Creativity Find it, promote it
• www.ncaction.org.uk/creativity
• NESTA/QCA RECORDAT project
• Goldsmiths/QCA Curriculum development and
  assessment research project

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Creativity Find it, promote it

• Pupils demonstrate creativity by
• Thinking and behaving imaginatively
• Having a purpose
• Being original
• Judging value

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Signs to look for and promote

• Questioning and challenging
• Making connections and seeing relationships
• Envisaging what might be
• Playing with ideas, keeping options open
• Representing ideas in a variety of ways
• Evaluating effects of ideas and actions

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Promote creativity through planning

• Stimulate pupils imagination, making significant
  connexions with other learning and experiences
• Be clear about freedom and constraints
• Give pupils a clear purpose for their work
• Provide opportunities for pupils to work together

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Promote creativity through teaching

• Establish criteria for success
• Capitalise on the unexpected, without loosing
  sight of the original teaching objective
• Ask open-ended questions, encouraging openness to
  ideas and critical reflection
• Regularly review work in progress, encouraging
  pupils to share ideas with others, provide
  constructive feed back and suggest ways forward

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What might schools do?

• Value and celebrate pupils creative and
  innovative contributions
• Work collaboratively with creative and innovative
  individuals and groups, within and beyond the
  school
• Provide opportunities for pupils to contribute to
  a stimulating physical environment
• Manage time effectively, providing opportunities
  for exploration, reflection, discussion and
  review.

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The DT Units

• KS1 Surprise for Teddy pupils responded in
  unusual ways showed independent thinking
  explored and played with ideas saw
  possibilities put forward constructive comments
  adapted and modified ideas.
• KS2 Mechanical toys on a theme pupils also
  evaluated the effects of ideas and actions
  sought new possibilities.
• KS3 Lost Gardens pupils also tried
  alternatives applied knowledge in a new context
  communicated effectively.

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Which way now? The QCA/NESTA RECORDAT Project

• The project proposal is to provide
• Web-based teacher support for developing
  innovative, enterprising and creative
  capabilities, principally at GCSE.
• The website will provide
• Examples of DT projects from the formal and
  parallel curriculum together with illustrations
  of where the knowledge discipline that underpins
  the subject e.g. context, function, sectors and
  concepts lie in the observed evidence.

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Goldsmiths/QCA Curriculum development and
assessment research project

• Pilot activity
• Developed from the APU model
• Two 3 hour blocks of time including
• Explaining the rules
• Introducing the context
• Exploring the handling collection
• Playing with ideas
• Team development
• Introducing the modelling kit
• Developing ideas
• Dice role.

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An Example Activity

• A light-bulb company wants to minimise packaging
  waste and extend the product range they offer.
• The company decides to develop a new range of
  light-bulb packaging that is not just thrown away
  when the bulb is taken out and used. They want
  the package to build into interesting lighting
  features and structures.

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An Example Activity(Continued)

• Pupils are asked to consider that
• bulbs come in different shapes and sizes
• bulb packaging needs to contain protect display
  
• the assembled feature can be used to enliven the
  surroundings of any context you choose ... a
  nursery... a garage...a waiting room...a party...
  a garden ... a bike ... a garment ... a fish-tank
  ...
• the cost of the packaging needs to be in
  realistic proportion to the cost of the bulb
• everything needed (apart from e.g. adhesive and
  tools) for building the feature must be included
  in the packaging
• a possible option would be to encourage buying
  sets of bulbs or lots of bulbs. In this case
  lighting feature elements might be part of a
  collectable set of features or parts of one
  feature.

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An Example Activity(Continued)

• At the end of the project (6 hrs) pupils must
  have at least
• a light-bulb package that works as a package and
  contains everything needed for the lighting
  feature
• an assembled lighting feature
• a persuasive argument about why the products
  would attract the purchasers they are aiming at.

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Illustrations of work developed in a pilot
activity
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Working Group on 14-19 ReformThe template for
balanced programmesTemplate for 14-19 programmes
and diplomas
MAIN LEARNING Specialisations Complementary
Learning Learner choices
CORE Make skills Communication ICT Extended
project Wider activities Personal planning,
review and guidance
Common skills
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The Core is common to all levels

• Progress to achievement of at least level 2 in
  mathematical skills, communication and ICT
• Undertake an extended project/personal challenge
  appropriate to the level of the diploma
• Develop a range of essential knowledge,skills and
  attributes, such as self-awareness,
  self-management and interpersonal skills
• Participate in wider activities based on personal
  interest, contribution to the community and
  experience of employment
• Have access to personal review, planning and
  guidance

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Main learning is the bulk of the diploma

• Main learning is not prescribed and is selected
  by the learner
• Will comprise specific subject-or sector-based
  knowledge and skills
• Is analogous to programmes of GCSEs, A levels
  (GCE and VCE) GNVQs and other vocational
  qualifications
• May include more theoretical and conceptual types
  of English, Maths and ICT than the core
• At key stage 4 will reflect the requirements of
  the National Curriculum