Through reading, students can be
transported through time and space, and the beauty of books is often in the imagination of the reader. Author James Hartley shows us how to use creative writing activities to encourage to students to imagine and invent new stories and worlds.
Bringing Zombies, Harry Potter and Disney fairy tales into the classroom is a great way of sparking imagination and allowing children to find meaning in STEM activities. Edward Kang and Amy Schwartzbach-Kang share how their work is inspiring children to love learning about science and maths.
Teaching students to write by hand is about much more than developing fine motor skills. Dr Jane Medwell shows how handwriting helps students to tap into their creativity and develop self-expression.
Editorial for CTL 8.2/3. Creativity should be at the heart of assessment as well as education.
Student-led collaboration can bring out the individual gifts of students as they develop within a community. Julie Rains shows how group learning and reflection can make students feel successful as active participants in their own learning.
Mathematics can be anxiety-producing for many children and adults. Why are so many students resistant to maths learning? Deborah Peart offers strategies for a student-centred approach that helps students take ownership of their learning.
Freemans Bay School in New Zealand is leading the way in implementing the government’s ‘innovative spaces’ learning strategy. Terry White shows us how an effective, learner led curriculum strategy can be fully supported using imaginative architecture.
Traditional approaches to science, technology, engineering and maths seem to be missing the crucial element of arts and imagination. Becky Sage shows how some new technology is bringing interdisciplinary and creative thinking to the science classroom.
BAFTA’s gaming initiative is allowing young people to immerse themselves in the creative process of game design and development and supports the passion and dedication of teachers and students. Tim Hunter, Director of Learning and New Talent, discusses some of the highlights of the programme.
Early years’ psychologists suggest that children’s self-directed art activities are ‘wasted time’, but Sue Lyle shows how seeing young children as intellectually capable and taking their artistic expression seriously can have a profound impact on their learning experience.