Creativity Approach

Creative approaches stem from creativity itself, Wilson (2014) suggests, compared to the previous National curriculum, the current is more open to risk taking and appreciates human creativity. On the contrary to this, an Ofsted report (2010) implies that those schools, which are successful, ensure that creative learning and approaches are used to enhance the curriculum as a medium and not used to substitute it. Consequently, it is important for teachers to embrace creative approaches in and outside the classroom in order to teach for creativity (Craft and Ivone, 2010).

Teachers previously speculated about new school based innovations which referred to cross curricular thematic approaches (Fautley, Hatcher, and Millard, 2010) Although, at the
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Equally, for example, using the webbed model the theme of ‘Animals and Humans’ (DFE, 2013); can be integrated into the core subjects as well as other subjects in the year 1/2 curriculum. McAllister et al (1998) implies, children are intrigued to learn about animals and their habitats as well as discovering more about us as humans. Likewise, this theme enables there to be strong planning links between science and Literacy, for example children will use different stimuli in both subjects in order to benefit their learning. In addition to this, it is important to be clear about the learning intentions, which becomes more effective when you link only two or three subjects together, which is encouraged by Desailly (2012). Furthermore, for example in science, children could use Mantle of the expert in order to understand ‘how to take care of animals’ (DFE, 2013, p8). The use of this enquiry learning enables children to use different skills such as problem solving in an expert role, thus providing them with a meaningful context to apply their learning (Heathcote et al, 1995; Edmiston, 1995). On the other hand, Baskerville and Anderson (2014) advocates, one of the key elements of Mantle of the expert is risk taking which involves both the commitment of the teacher and children. It could be argued that the risk taking involved concedes with Craft et al (2001) outlook on creativity. For that reason, it encourages children to use real life experiences, through this role play, which can be used in other subjects such as literacy in order to use the knowledge, skills and experience from this and apply it to role play within the ‘Animals and Humans’ (DFE, 2013) theme to

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