: Linking the core subjects of English, mathematics and science write an overview for a
cross-curricular approach which includes close analysis of one of the key themes; creativity, learning beyond the classroom, digital technology or dialogic talk.
Give clear rationale, justification and substantiate choices made relating to theory, practice,
National Curriculum and subject knowledge.
Above is the actual question/assignment detail we have been given. As you can see from the title this assignment will have a focus of cross-curricular approach which will include close analysis of creativity. Please read the top paragraph to fully understand.
The marking criteria for this (at Masters Level 2:1) is:
Excellent understanding of the area of study. Your work will make a significant contribution to the area you are studying in a way which adds to current knowledge, including the use of current journals or/and ejournals.
Sophisticated in depth analysis of CREATVIVITY. Work is very well-informed due to sustained and perceptive synthesis of theory and practice. Overview of crosscurricular approach or topic is systematic and evaluation and justification demonstrates criticality and innovation. Choices of activities display clarity of purpose and fully integrate critical awareness of theory, practice, National Curriculum and subject knowledge.
You will be demonstrating a high level of autonomy in identifying appropriate sources, including the use of current journals and/or e-journals and you will have an assured command of the necessary skills to plan reading, to carry out research and to use the resulting information. The essay will be consistently written in elegant formal Standard English, and will use the University referencing norms intelligently to deal with unusual sources as needed
FOR THIS ASSIGNMENT, YOU MUST: Be critical- you’re allowed to disagree Have perfect referencing Be reflective Synthesise Well structured Have extremely current research- 2010+, even journals and e-journals in 2016 and 2015 but must be relevant to the discussion Last sentence of each paragraph = potential solution For and against argument Logical order Concise- everything must be to the point, no sweeping statements Critically evaluate the research that you use to support your discussion RELEVANT TO PRIMARY AGE RANGE IN SCHOOL (AS THIS ASSIGNMENT IS ABOUT PRIMARY SCHOOL/SETTING
EXAMPLE OF WHAT A PARAGRAPH SHOULD LOOK LIKE: According to Purnell (2015, pp 67) the cat did not simply sit on the mat, rather it lay there defiantly, having already been told to move. Davies (2016, pp187) supports Purnell?s view when he states that cats are prone to doing this. Evans (2016, pp285) , however, disagrees when he maintains that all cats can be made to move if the incentive is great enough. A way to encourage the cat to move could include the offering of preferred treats, and failing that a threatless
I WILL BE ATTACHING TWO POWERPOINTS THAT WE WENT THROUGH AT UNIVERSITY RELATING TO CREATIVITY AND CROSS CURRICULAR MATHEMATICS AND CREATIVITY AND CROSS CURRICULAR TEACHING IN ENGLISH. FROM THE POWERPOINTS YOU’LL FIND THAT THE LECTURERS ARE GIVING ACTIVITES SO PLEASE COULD YOU ALSO INCLUDE THINGS LIKE THAT.
Some key reading is:
Teaching Mathematics Creatively (book/ejournal)
Teaching creatively and teaching for creativity (Jeffery, B and Craft, A)
Creativity and the value of context in primary science
Learning about yeast through Art, Science and Poetry (Lois Kelly and Alison Brade)
Primary Teachers’ beliefs about Scientific Creativity in the Classroom Context (Shu-Chiu Liu & Huann-shyang Lin)