The International Primary Curriculum - Case Study Example

 Effectiveness of the International Primary Curriculum: A Focus on the Role of Creativity in Promoting Learning Name Course Professor University Date The International Primary Curriculum is included in the most important innovations in educational institutions that focused on a holistic approach on education specifically in the primary level. The different objectives of the IPC include development of students through learning in terms of different approaches. One is conventional learning of the different academic subjects and essential knowledge. Another is inculcation of giving importance to education to ensure continuous learning even as an adult. The most important development of the program is the international relations, wherein students can learn culture of different countries and can be motivated through the said interaction (International Primary Curriculum, n.d.). One feature of the IPC is the importance given to creativity in the promotion of learning which is undertaken through exploration of the application of international primary curriculum in different types of educational institutions. Through the said study, the determination of the effectiveness of the project is achieved. The view of different groups including the educators and the learners are also important in gauging the efficacy of the program. Application of the International Primary Curriculum The international primary curriculum is composed of goals aiming for improvement of the educational system in the international context. There are different goals that are related to the program. One of the main goals of IPC is the preparation of the children for an efficient adult life in the global society conscious of the economic goals of the international community. Another is the achievement of goals of both the international partners and the institution through the integration of strategies and techniques beneficial to both groups. In addition, the interaction of educational methods, training techniques and university research process with the trades in the global setting. It can basically be considered that the international primary curriculum is involved in education applications of international and integrated techniques that can be applied in the society (Department of Education and Skills, 2007). The said description can be considered very similar to the conventional curriculum but upon further examination significant variation is greatly contributed by the creative curriculum. Thus, the role of creativity in learning can be considered as an essential aspect of the IPC (Department of Education and Skills, 2007). Creativity in the Curriculum Creativity was recognized to improve and to promote the learning process. This is the main reason for the IPC’s focus on the application of creative teaching and learning specifically in the primary curriculum. There are different reasons that serve as basis for the role of creativity in IPC. One of the principles considered as basis of the importance of creativity in the learning process is the flow stated by Mihaly Csíkszentmihályi. According to him learning and creativity are interconnected in the state known as flow when the mind is in ecstatic mode and expression of intelligence and creativity is optimized, a process which is very concentrated to learning. Csíkszentmihályi expressed that happiness is achieved in the said event thus happiness in learning can also be attained (Csíkszentmihályi, 1991). For that matter, when the state is reached, the learning process is maximized. In the continuous research of the application of creativity in the learning setting, Csíkszentmihályi and colleague observed that the curriculum implemented in Montessori schools can achieve the said flow (Rathunde and Csíkszentmihályi, 2005). The promotion and cultivation of creativity in learning has also been recognised in economic and social aspects specifically in adulthood. This is an undeveloped arena thus there is an observed lack of creativity. In the classic curriculum, arts and creativity is separated from subject matter related to science. The educational system had been modified to prevent the difficulty in changing perspective as a student study one area to another. Through this the educational system can be considered holistic and encompassing the different needs of the learner (Cropley, 2001). The importance of creativity has been recognised due to increasing need for educational improvements specifically in the development of a well-rounded person. The trend of development not only the cognitive and intellectual quotient but also the emotional intelligence and creativity had been observed through the years (Trotman, 2006). Then, exploration of its use in the learning process has occurred. In addition are the actions undertaken by the government itself to improve the educational system (SEED, 2006). Many questions such as when and how to implement creativity are included in the said issues. The Realisation of the Necessity of an Improved Curriculum There are different reasons that required the improvement of the primary curriculum towards creativity and consciousness of international relationships. One of the reasons is the deteriorating qualities of the children in a study referred to as toxic childhood. Due to lack of proper attention, children fail to achieve maximum learning capabilities in the most important period of their lives, the growing years. Thus, the attention on the primary education had risen. Both in school and in the home, the holistic creative and cognitive skills became the main focus (Palmer, 2007). Based on the Department of Education and Skills the time is right as expressed in the publication of a renewed strategy in 2003 and the statement by Ken Robinson of the National Advisory Committee on Creative and Cultural Education (NACCCE) on observed modification of educational systems to answer the needs of continuously developing society. Primary education then was given the task to give the children the confidence to explore every aspect of learning capabilities. It is comparable to creativity in thinking in different subject matters even language, arts and sciences. The child, then, can be recognised to have developed social and emotional faculties for the subsequent stages of life, thus, the child is more open to learning (National College for School Leadership, 2009). Another reason is the need for development of combined creative and critical thinking to contribute to the society and make a difference (Cole and Storrs, 2006; National College for School Leadership, 2009). Another reason is increasing number of positive impacts of the implementation of creative curriculum in different levels. Evidences gathered by the HMIE in different academic levels showed the benefits that of creativity in the learning process (SEED, 2006). Britain is a multicultural society and IPC is aimed to provide the children in a multicultural classroom the confidence to learn. In the continuous development of the international unity, IPC is an important preparation for global citizenship. The Application of IPC The main foundation of the curriculum is the school itself. To be able to benefit from the IPC creative curriculum it is important to prepare the institution for international aspect of the study and the improvements needed. This means that lessons are presented and perceived in a global context. Every aspect of the school then needs to be dynamic including the staffs, the methods used, the topics explored and the view of the school leaders (Burgess, 2007). The lessons are expected to invoke creativity through imaginativeness and critical thinking. Creativity can also be translated to innovativeness, thus this is expected in the implementation of the curriculum. The value of the output is the last attribute of the curriculum, being able to use what had been created in the learning process is a successful achievement (National College for School Leadership, 2009). A focus on the ‘quality of teaching and learning, depth and breadth of the curriculum and the presence of organizations’ are required for creative curriculum for primary schools. In the said process observation and study of present curriculum, training of personnel and reshaping of focus towards the new curriculum are included in the preliminary steps (National College for School Leadership, 2009, p.32-33). Theories of education applied by the IPC are the spiral curriculum, the theory of multiple intelligences, the different learning styles, collaborative learning, learning is a social activity and peer teaching/coaching. These theories represent the importance of leading the children to explore the lessons on their own which is considered as a more effective and powerful manner of acquiring knowledge. National College for School Leadership reported the numerous achievements that can be attributed to the creative curriculum. There school leadership has the power to create change that can lead to optimum learning experience. In Hook Primary School in Goodle, East Riding, the kids with special learning needs were motivated to enquire and be active in exploration of ideas through by starting in basic knowledge and extending critical thinking through open ended discussion (National College for School Leadership, 2009, p.9). The said method applies the theory of the different learning styles that give attention to the needs of the children by motivating them through various activities and techniques. In Birchwood Primary School, the creative curriculum allows the student to check and analyse their own work. The process is applied in different areas and subjects, thus, the students learned to assess, annotate, solve problems and recommend improvements in their own performances (p.10). The said technique is comparable to the spiral curriculum which teaches the importance of learning. Learning what is learning can result to higher level of analysis and critical thinking (General Teaching Council for England, 2006). In a multicultural primary school like the Michael Faraday Primary School used the visual arts collaboration project to unite the students and improve performance by including artists of different fields and art institutions. This resulted to improvement in the school standards and improvement of the educators’ knowledge and experiences. Ultimately the student achieved confidence and unity that improved overall academic performance based on the theories of multiple intelligences and collaborative learning (p. 15) A school-wide activity focusing on particular subjects can also increase the interest and motivation of students. In Boxgrove Primary School, the students became more active in school discussions and even suggested activities that can improve their knowledge indifferent areas. The said program also presented the importance of open ended inquiry (p.22-23). The style of education is referred to as learning through a social activity which can greatly help encourage the learning process of the children. Basically, it can be considered that different student respond to different learning styles. Through the creative curriculum the learning process can be explored in a manner more appealing and motivating to the students. Based on gathered data, the curriculum improved the teaching and learning process regardless of the possible disadvantages that can be related. Some of the disadvantages include the need for the lessons to planned very carefully to the attention needed to be given to each learning output and the fact that certain subject matter can be missed out thus teachers need to dedicate more time and effort for those subjects. Upon application of the curriculum the students became more interested and responsive. Due to the acquisition of creative critical thinking, they initiate investigative questions and further exploration of subjects. This is the synergistic effect of the different educational theories applied. The New Curriculum for 2011 In January, the preliminary phases in implementation of a new curriculum had been undertaken when new National curriculum website and distribution of handbooks for primary curriculum by the QCDA had been undertaken. The curriculum is aimed to improve the learning process by maximizing learning experience that can equip the student for the 21st century. The six areas of learning are the main focus that can provide the educators flexibility in teaching. The topics are set but the manner of teaching will suit the needs of the learners (DEA, 2010). The curriculum provides wider array of subjects on multicultural perspective by inculcating values for better functioning as a global citizen. This curriculum is also recognised to be ‘less subject-specific and more holistic.’ This means that the focus is the interdisciplinary interaction in application of real life situations. It can then be considered that even at a very young age students are trained to analyse and apply concept on a practical manner (DEA, 2010). The said curriculum is considered as the improved creative curriculum. By its application in 2011 in England, the importance of creative knowledge exploration and its application will be validated in the educational systems around the globe. Bibliography Bartel, M. (2010) Ten Classroom Creativity Killers [online]. TeacherNet. Available from [Accessed 25 March 2010]. Best, B. and Thomas, W. (2007) The Creative Teaching and Learing Toolkit. Continuum. Burgess, T. (2007) Lifting the Lid on the Creative Curriculum [online]. National College for School Leaedership. Available from [Accessed 24 March 2010]. Cambridge Primary Review (2009) Towards a New Primary Curriculum: A Report from the Cambridge Primary Review [online]. University of Cambridge. Available from < http://www.primaryreview.org.uk/Downloads/Curriculum_report/CPR_Curric_rep_Pt1_Past_Present.pdf> [Accessed 25 March 2010]. Claxton, G. and Lucas, B. (2004) Be Creative: Essential Steps to Revitalize Your Work and Life. Continuum International Publish Group. Cole, R. and Storrs, R. (2006) The Creative Imperative: Unravel the Mystery of Creativity. Primary First. Cropley, A.J. (2001) Creativity in Education and Learning: A Guide for Teachers and Educators. Routledge. Csíkszentmihályi, M. (1991) Flow: The Psychology of Optimal Experience. Harper Perennial. DEA (2010) The New Primary Curriculum and Global Learning [online]. DEA. Available from < http://www.dea.org.uk/news/item.asp?n=4493> [Accessed 25 March 2010]. Department of Education and Skills (2004) Putting the World into World-Class Education: An International Strategy for Education, Skills and Children’s Services [online]. Crown. Available from [Accessed 24 March 2010]. Department of Education and Skills (2007) Putting the World into World-Class Education: An International Strategy for Education, Skills and Children’s Services Action Plan [online]. Crown. Available from [Accessed 24 March 2010]. General Teaching Council for England (2006) Research for Teachers: Jerome Bruner’s constructivist model and the spiral curriculum for teaching and learning. General Teaching Council for England. International Primary Curriculum (n.d.) Core Values [online]. TeacherNet. Available from [Accessed 25 March 2010]. International Primary Curriculum (2010) Eye on the World. International Primary Curriculum. Jeffrey, B. and Craft, A. (2003) Creative Learning and Possibility Thinking [online]. Crown. Available from [Accessed 25 March 2010]. Jeffrey, B. and Woods, P. (2003) The Creative School: A Framework for Success, Quality and Effectiveness. Routledge. National College for School Leadership (2009) Developing Creativity for Learning in the Primary School: A Primary Guide for School Leaders [online]. National College for School Leadership. Available from [Accessed 25 March 2010]. Palmer, S. (2007) Toxic Childhood: How The Modern World Is Damaging Our Children And What We Can Do About It. Orion. Rathunde, K. and Csíkszentmihályi, M. (2005). Middle school students' motivation and quality of experience: A comparison of Montessori and traditional school environments. American Journal of Education, 111(3), p. 341-71. SEED (2006) Promoting Creativity in Education: Overview of Key National Policy Developments Across the UK [online]. SEED. Available from [Accessed 25 March 2010]. TeacherNet (n.d.) School in Focus: Primary [online]. TeacherNet. Available from [Accessed 25 March 2010]. Trotman, D. (2006) Interpreting imaginative lifeworlds: phenomenological approaches in imagination and the evaluation of educational practice. Qualitative Research, 6(2), p.245-265. Read More