| Unit name | Creativity and the Curriculum |
|---|---|
| Unit code | EDUCM0083 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Brownhill |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
This unit will explore the essential role that creativity plays in promoting quality learning, teaching and innovative curricula in educational contexts. It will critically examine theories and models of creativity, reflecting on how these influence and shape both policy and practice with children, young people and adults. It will investigate the tensions and dilemmas associated with integrating creativity in the curriculum, evaluating ways to positively address these.
How does this unit fit into your programme of study
This unit will examine the impact of creativity on learner thinking, resources, assessment practices and the learning environment, considering the implications at a local, national and international level.
An overview of content
The unit will offer students an intriguing exploration of creativity and consider its influence on quality learning, teaching and curricula in a range of educational settings. The unit will consider a range of creative theories, types and models, considering how stimulating research findings and exciting educational practices shape, inform and influence the ways in which professionals practise creativity, and how learners can demonstrate and develop their creative abilities. Students will consider the creative capabilities of those in different educational institutions – from Pre-Primary through to Higher Education and beyond – and at various levels, these being local, national and international. The unit will critically consider the implications of creativity for both current and future professional practice, with a particular emphasis being placed on curricula and their development.
How will students be different as a result of this unit
As a result of engaging with this unit, students will be different in a number of ways:
a) More knowledgeable in their understanding of creativity and its influence on learning, teaching and curricula in educational contexts.
b) Critical in their understanding of creative approaches to pedagogy and curricula found in educational settings.
c) Skilled in their ability to reflect on theories, research and professional practice connected to creativity and the curriculum in educational contexts.
d) Developed a confident attitude towards peer-presentation, critical discussion and academic writing.
Learning outcomes
Upon successful completion of the unit students will be able to:
1. explain what creativity is and its influence on quality learning and teaching and curricula in educational contexts.
2. critically evaluate creative approaches to pedagogy and curricula that are used in educational contexts.
3. critically explore and reflect on theories, research and professional practice in relation to a select aspect of creativity and the curriculum in a chosen educational context.
4. reflectively develop ideas through peer-presentation, critical discussion and academic writing.
This unit will be taught using a mixture of activities including seminars, lecture-based input, reading, reflection, presentations and group discussions.
Tasks which help you learn and prepare you for summative tasks (formative):
Each student will verbally present to 2-3 of their peers as part of a small group.
Tasks which count towards your unit mark (summative):
Creative Presentation for Peers (12-15 minutes max.; 25% weighting; ILOs 1-4). The creative presentation will focus on a select aspect of creativity and the curriculum, critically reflecting on its impact (notional/actual) in a chosen educational context.
Creative Report (2000 words; 75% weighting; ILOs 1-4) that builds on and extends the content of the student’s Creative Presentation for Peers. This report will be informed by critical peer discussion after the Creative Presentation for Peers, through wider reading and reflection.
For both summative assessments, students will be encouraged to embrace creative practices linked to the planning, production, presentation and delivery of their two submissions.
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis. Students will resubmit a revised version of the original work. Where the presentation element requires resubmission, students will be asked to resubmit an individual presentation on the topic originally assessed by the group.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM0083).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
