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Session: 2022/23
Last modified: 31/03/2022 13:33:16
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Title of Module: Creativity in the Curriculum |
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Code: EDUC09005 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | N
Allan |
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| Summary of Module |
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The module constructs a definition of creativity and explores and evaluates this in the context of experiences provided for children focusing on a developmental psychology perspective. The provision of creative experiences across the curriculum is examined and how this might be supported and enhanced. The role of creativity in leadership as an approach to involvement and problem solving is considered.
The module explores models of creativity such as those promoted by Bruce, Malaguzzi, Fumoto and Craft. National relevant advice in the context of creativity, including pre-birth to 3, Curriculum for Excellence, Realising the Ambition and the latest national/international priorities are examined.
International models of documentation are explored e.g. Reggio Emilio and Penn Green. The use of documentation in assessment and transition is considered and evaluated e.g. Assessment is for Learning and involving parents in their children’s creative development.
Students will provide a critique of the broad concept of creativity in the curriculum with reference to relevant literature, theory, policy and guidance. Students will explore the ways in which the practitioner can foster creative development.
Students will undertake a project consisting of:
- Planning for creativity as a member of a team.
- Devise and implement a programme of creative experiences for children aged birth to eight within a childhood establishment.
- Critically evaluate practice in relation to theory and in partnership with a workplace mentor.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
To demonstrate a broad and integrated knowledge and understanding of the principal theories, principles and concepts of creativity.
L2.
To evaluate the development of creativity from the perspective of developmental psychology.
L3.
To analyse and critically reflect on practice in relation to theories and principles of creativity. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
A broad integrated knowledge and understanding of the scope, main areas and boundaries of creative activities in the preschool curriculum. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Carry out routine lines of enquiry, development and investigation into professional level, problems and issues related to creativity in the curriculum. |
| Generic Cognitive skills |
SCQF Level 9.
Use and critically evaluate a range of approaches to evidence based solutions. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Convey complex information to arrange of audiences and for a range of purposes. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in some activities at a professional level. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Research and investigation (Independent and group work), problem solving, role play, presentations by University lecturers and visiting lecturers, placement experience. The module will also contain practical workshops in creative activities for young children including those related to STEM.
Student handbooks, and other detailed material made available to students, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 36 |
| Work Based Learning/Placement | 35 |
| Independent Study | 129 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Bruce, T.(2015) Early Childhood Education, 5th edition, London, Hodder Education.
Duffy, B. (2006) Supporting Creativity and Imagination in the Early Years, Maidenhead, Open University Press.
Education Scotland (2013) Creativity Across Learning 3-18, Edinburgh, Education Scotland.
Fumoto, H. et al (2012) Young Children's Creative Thinking, London, Sage.
Kinney, L. and Wharton, P. (2007) An encounter with Reggio Emilia Children's Learning made visible, London, Routledge.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All full-time students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations available at the following link: https://www.uws.ac.uk/current-students/supporting-your-studies/your-rights-responsibilities/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Childhood Studies/Practice |
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| Moderator | R McGill |
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| External Examiner | C Counihan |
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| Accreditation Details | Contact School for current details. |
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| Version Number | 3.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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PART A [Week 6 of programme]. Critical essay (1500 words) with references to relevant literature, theory, policy and curriculum guidance provide a critical discussion of the broad concept of creativity in the curriculum (underpinned by a formative exercise reflecting critically on definitions of creativity)
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| PART B [end of module].Portfolio consisting of an audit of current practice , 4 learning stories (evaluation of children's creative learning) and evidence of documentation (chosen by student to make learning visible). |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and learning needs. Using the VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distance learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Inclusion outcomes and reports can be accessed at the following link: https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity-inclusion/
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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