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2. 2 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 Creativity, Innovation and Assessment

3. 3 Creativity: Find it, promote it Pupils demonstrate creativity by:  Thinking and behaving imaginatively  Having a purpose  Being original  Judging value

4. 4 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

5. 5 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

6. 6 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

7. 7 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.

8. 8 The D&T 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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12. 12 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 D&T 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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14. 14 15 ADVANCED LEVEL GCE: Design and Technology Mountain bike braking system Context:Sport. Function:speed control, energy absorption Sectors:Structures, mechanisms Concepts: Control, stability, force amplification and transfer Thinking out force amplification and transfer systems Finished disc and calliper brake system The knowledge discipline

15. 15 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.

16. 16 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.

17. 17 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.

18. 18 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.

19. 19 Illustrations of work developed in a pilot activity

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27. 27 Working Group on 14-19 Reform The template for balanced programmes Template 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

28. 28 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

29. 29 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