The way we teach and the way we learn has long been debated and researched. From the development of the IQ test and of SATs our focus has been on assessing intelligence, but it raises the question of what intelligence actually is and what methods of teaching best develop and extend a child’s learning. Subjects cannot truly be taught in isolation, they need to blend and merge as pupils question and connect ideas and thoughts together. Neither can they be taught effectively within the confines of a classroom. Children need to immerse themselves in what they are learning, delighting all the senses not just stimulating the brain. To do all this teachers need to think outside the box and develop a creative environment “…that develop a young people’s
…show more content…
Approaches that were successful were where “traditional ‘creative’ subjects such as art and English were often incorporated into other areas such as science and mathematics” (Ofsted, 2010 p5). Good and outstanding schools drew no distinction between the national curriculum, national standards in the core subjects and a creative approach to learning, they were all intertwined. Specifically, creative learning was identified as being at its most purposeful and effective when pupils were encouraged to question and challenge ideas, making connections and following these lines of enquiry until a result was achieved. They were then encouraged to reflect on this and, where possible, develop ideas further. Creativity can sometimes lead to misconceptions though. There is a line to be drawn between allowing pupils to follow their own paths and a planned lesson where there is a greater emphasis on encouraging enquiry and debate between pupils. To accommodate this schools would need to ensure that teaching and support staff have a high level of subject knowledge so as they have the confidence to allow pupils to question and discover answers in a less structured way (Ofsted, 2010). Creativity encompasses the ability for pupils to become more adaptable and develop more effective communication skills enabling them to develop their own learning and thereby improving self-esteem, …show more content…
“Genuine creative achievement involves knowledge, control and discipline combined with the freedom and confidence to experiment” (NACCCE, 1999 p43). Teachers need to fire the pupil’s imagination by giving them first hand experiences through visits and contact with experts. Hook them on learning by creating an opportunity to learn in their own style at their own stage. Pupils need time to learn and explore, encouraged to try new ideas and celebrated for their learning and creativity (QCA 2004). One of the recommendations from the NACCCE is to increase and improve links with outside agencies to enable pupils to have a greater experience outside the classroom. This in turn would lead to more creativity and independent learning. Children thieve on being fully immersed in a subject; to feel and breathe it. Pupils need to be immersed in cultural diversity and be able to experience this to develop and blossom. Through working with other agencies such as museums, galleries and subject experts, this process of exploring culture and creativity is developed, giving pupils a more enriched experience. The NACCCE and House of Commons reports both emphasise this necessity for greater experiences outside the classroom. Be that a visit to somewhere within the school grounds, further afield or even an activity or club run during break times (House of Commons Report, 2010).
Approaches that were successful were where “traditional ‘creative’ subjects such as art and English were often incorporated into other areas such as science and mathematics” (Ofsted, 2010 p5). Good and outstanding schools drew no distinction between the national curriculum, national standards in the core subjects and a creative approach to learning, they were all intertwined. Specifically, creative learning was identified as being at its most purposeful and effective when pupils were encouraged to question and challenge ideas, making connections and following these lines of enquiry until a result was achieved. They were then encouraged to reflect on this and, where possible, develop ideas further. Creativity can sometimes lead to misconceptions though. There is a line to be drawn between allowing pupils to follow their own paths and a planned lesson where there is a greater emphasis on encouraging enquiry and debate between pupils. To accommodate this schools would need to ensure that teaching and support staff have a high level of subject knowledge so as they have the confidence to allow pupils to question and discover answers in a less structured way (Ofsted, 2010). Creativity encompasses the ability for pupils to become more adaptable and develop more effective communication skills enabling them to develop their own learning and thereby improving self-esteem, …show more content…
“Genuine creative achievement involves knowledge, control and discipline combined with the freedom and confidence to experiment” (NACCCE, 1999 p43). Teachers need to fire the pupil’s imagination by giving them first hand experiences through visits and contact with experts. Hook them on learning by creating an opportunity to learn in their own style at their own stage. Pupils need time to learn and explore, encouraged to try new ideas and celebrated for their learning and creativity (QCA 2004). One of the recommendations from the NACCCE is to increase and improve links with outside agencies to enable pupils to have a greater experience outside the classroom. This in turn would lead to more creativity and independent learning. Children thieve on being fully immersed in a subject; to feel and breathe it. Pupils need to be immersed in cultural diversity and be able to experience this to develop and blossom. Through working with other agencies such as museums, galleries and subject experts, this process of exploring culture and creativity is developed, giving pupils a more enriched experience. The NACCCE and House of Commons reports both emphasise this necessity for greater experiences outside the classroom. Be that a visit to somewhere within the school grounds, further afield or even an activity or club run during break times (House of Commons Report, 2010).