Running Head: CREATIVE LEARNING

Creative Learning in the Foundation Subjects and RE.

[Name of the writer]

[Name of institute]
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TABLE OF CONTENTS
Introduction..........................................................................................................................3

Strengths and potential issues of having a broad and balanced curriculum........................3

Creative learning in foundation subjects and RE................................................................6

Story to develop knowledge in foundation subjects and RE...............................................8

Activity..........................................................................................................................11

Conclusion.........................................................................................................................12

References..........................................................................................................................14
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Introduction

This assignment aims to provide insightful information about the board and balanced

curriculum. Therefore it demonstrates different advantages and disadvantages related to it. It is

noted that the current assignment emphasises the foundation subjects and provide relevant and

reliable information about the issues and strengths in the board and balanced curriculum. On the

other hand, it also elaborates the nature of creativity in primary education, and it is because,

without imagination, it is impossible to teach children and students getting information at the

primary level. Moreover, it argues about the strengths of different learning and teaching related

to the foundation subjects using effective and efficient creative approaches. However, it is

important to emphasise the current and relevant examples. To identify, it is vital to use the

accurate knowledge of the foundation subject and RE. It is important to choose any reliable story

and tell about its role in developing the knowledge about the foundation subjects and RE.

Furthermore, it is important to address the activities vital for developing key skills and

knowledge related to the foundation. This information is also presented in the PowerPoint,

consisting of five slides and three different portions. The first portion is an introduction that

guides the creativity and purpose of the study. The second portion is a discussion that provides

information about the advantages and disadvantages of having a broad and balanced primary

curriculum. The last portion is the conclusion which summarises the relevant information.

Strengths and potential issues of having a broad and balanced curriculum

The successful development of students depends on creating, testing, and providing an

interdisciplinary learning environment so that children can develop the thinking skills and

creativity necessary to succeed. Self-confidence plays an important role in developing older

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children, promoting physical, emotional and moral well-being, enabling them to enjoy education

and reach their full potential. To achieve this, teachers must believe that all children can succeed

(Gorzynik-Debicka et al., 2018). This belief then turns into high expectations and involves

positive, relevant, and appropriate challenges for children. The teacher needs to know their

children's learning difficulties. However, it can be challenging as teachers have to adapt to their

different abilities and learning styles to encourage children to tackle appropriate and appropriate

tasks. For the past 30 years, theories of different learning styles, also known as various

intelligence, have led to discussions.

It is analysed that there are different methods for making a broad and balanced

curriculum by focusing on speech, mathematics, music, science, and human relations, and

emphasised different things differently to accommodate new learning method (Barnes and

Scoffham, 2017). In this way, it helps to fully attract children and participation in creativity

thrive. The consequences of these broad and balanced curriculum led people to realise that

children learn differently. For children to develop self-confidence, they must experience

difficulty and overcome difficulties on their own. It is important to analyse students measure and

compare jumping distance successfully; creative or experienced students benefit from jumping

exercises and can link their experience to other activities. An actual student can read the results

and develop methods to increase the jumping distance. As stated before, understanding and

increasing self-esteem positively contribute to the growth of confident children (Pang and Ruch,

2019). Besides, creativity plays an important role in helping children to become responsible

citizens.

Recent studies have provided valuable information about the school culture that aims to

make children independent and responsible. Research and classrooms run by children, such as
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planning, sharing and documenting resources, make children responsible and accountable for

learning (McLain et al., 2019). Core disciplines such as history, geography, citizenship, and

PHSE give children the opportunity to reflect on their responsibilities in addressing international,

local and environmental issues. They also offer children the opportunity to use their creativity

and critical thinking to foresee their future. This is evidenced by a recent examination of the

PHSE class following the natural disasters in Japan.

The teacher knows that many children have talked about the tsunami and, to some extent,

influenced the pictures on television (Wang, Ye and Degol, 2017). At PHSE, the teacher decided

to talk about charity work. These children expressed a strong desire to help the victims raise

money in Japan and raise money to sell cakes. Although children are not responsible for the

tragedy in Japan, they know that they can play an active role in helping those affected. With the

idea of selling cakes, they used their critical and creative thinking to take over the charity work.

After organising and running the cake shop, the children received unique certificates from the

principal for a charity.

For many, creativity and the arts are inextricably linked, limiting innovation in key areas.

Some even think that not being able to measure creativity does not help measure success. This is

controversial because creativity is a measure of other talents (Grossmann and Brienza, 2018).

For example, creativity and critical thinking in written environmental reviews help children

evaluate the content and help them write quality written work. Another problem with creativity is

subjectivity and opinions on what is creative and what is different between individuals.

Creativity is subjective, so if the teacher does not recognise and evaluate children's creativity, it

affects their motivation and self-confidence (Manyukhina and Wyse, 2019). This usually
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happens when teachers send children information about the good or bad results of a particular

activity. Children are scared to make mistakes, riskless and create less.

Creative learning in foundation subjects and RE

It is noted that the nature of creativity has started from the beginning of school.

Therefore, teachers have struggled to provide students with intellectual abilities, including

academic grades. Therefore, the expectations of parents and classmates and the indirect basis that

determines the level of growth and abilities of children on the same basis, as well as how they

train children, are not consistent (Yeh, 2018). In the education system, students can also play an

important role in being creative. It is noted that students get a gender sample, and they develop

tests based on their research definitions to determine gender. Every week, the preschool class

produces a new picture book in honour of other students or adults. The nature of creativity is that

it provides freedom to express what they like and how they feel.

It is noted that students also study polygons to see if they are familiar with the concept

(Hernández-Torrano and Ibrayeva, 2020). The teacher takes them out and hands each student

chalk pieces on the sidewalk. Each student's task is to draw some examples of polygons along

the way. It is important to remove limitations on creativity, give students space and a framework

for creativity. The students’ first makes Halloween costumes to go to school in costume; students

must write the script, integrate all their characters into the storyline, and submit it. For example,

they need to understand how the giant eruption and the superhero Wonder Woman interact, and

students are ready to challenge.

Brainstorming can improve children's ability to solve problems, and creativity can change

the way students solve problems (Jackson, Morgan and Laws, 2018). When learning is creative,

creativity creates optimism in people. In the classroom, creative problems can be encouraged to
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help students get out of context and be more creative and innovative. In this way, students

redefine the problem or opportunity, and the solution or response becomes more innovative.

Teachers who are not very influential or have insufficient training in the field of creativity are

often frightened or even afraid of the idea of teaching and planning creative time. These views

are sometimes reinforced by the argument that effective models of creative learning are

presented in situations that are not always appropriate for the school setting. They seek to adopt a

creative approach (Wahlin and Buhler, 2020).

Over-management of the QCA program, criticised in the Excellence and Satisfaction

section, makes teaching and creative learning difficult. Students noticed a lack of space and

balance, and time continued to focus on key themes. Some internships follow a national plan as

if they were courses. Other teachers, who are very concerned about students' performance in core

subjects, consider funding less important (Wortley and Lai, 2017). This sparked a discussion

about using terms to distinguish between key themes, and root and hierarchy themes were

suggested. Recent proposals for future changes to the schedule also define the rationale for an

approach that emphasises key issues such as history.

These sentences indirectly criticised interdisciplinary teaching because history is taught

as part of a subject or subject. It is believed that if a particular subject is not taught, children may

not be aware of the historical aspect. With this in mind, this may be a valid argument

(Sharifovna, 2020). In these cases, the children obviously cannot pursue history, but it depends

on the curriculum and the quality of teaching in the school. In general, core disciplines contribute

to the development of a healthy child. Innovative methods of teaching core subjects, such as

interdisciplinary learning and spiritual development, have been identified as key to successful,

safe and responsible personal development.

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The default education website aims to provide content and is based on comprehensive

exams and written dissertations that can ultimately measure students' memory and ability to

follow pre-determined structures and formats. This approach leads to a disconnect between

actual theory and practice, which requires real change and creative problems. This leaves

graduates with the real skills needed in the 21st century (Ismunandar et al., 2020). It strongly

supports a constructive curriculum, which means that learning outcomes and profiles for students

must be in line with the relevant project plan and assessment methods to stimulate and measure

learning objectives effectively.

However, in most current courses, the curriculum requires a major overhaul to re-use

creativity in learning. It is important to transform the course with innovative methods that

involve transforming the course work and assessment to focus on authentic learning and

fostering students' creativity and collaboration (Talaván, 2019). This provides a framework for

the development of a collaborative program that integrates technology into the program. It is

believed that mobile network networks are a powerful incentive to change educational concepts.

On the other hand, some believe that a theoretically feasible approach must be taken to

develop software with improved technology so that the program can be repeated, modified, and

tested. Teachers need a creative approach to introduce the necessary characteristics of a good

teaching method as they find ways to maximise teaching techniques. In the academic

community, it is common for teachers to use a creative approach such as action theory to design

and evaluate teaching and assessment (Blasco, Moreto and Pessini, 2018). However, the theory

of action is too complex to apply and focuses on describing the auction process rather than

transformative learning.
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Story to develop knowledge in foundation subjects and RE

The current subject in the assignment is related to geography, which is vital for students

to get information about the world. The importance of the current subject such as geography has

quite great in the foundation phase. It provides information about the community, culture,

language and values of other people around the world. It is noted that different people who live

in the UK, which belongs to different cultures and need to study geography. On the other hand,

the current story "Mama Panya's Pancakes: A Village Tale from Kenya" also provides

information about the culture and value of Kenya. Its emphasis on the cultural values and belief

of the community and tells about unity and strength while living in a united community.

The importance of geography is quite high in the foundation phase and among children. It

is noted that most of the children worldwide are looking forward to gathering more and more

information about different cultures and learning about different values. Therefore, geography

plays a vital role in developing the physical and thinking ability of children. It is analysed that

the impact of geography can be seen in everyday life and therefore, it is used to monitor the

important resources all over the globe. In this way, children can use geography for enhancing

their knowledge effectively.

On the other hand, the importance of creativity in geography is used to provide creative

thinking ability and skills to children, which helps them to learn more and assist them in different

activities. It is noted that there are different games, such as mysteries, that can make geography

creative, and it is the most suitable creative approach. Moreover, the inclusion of creativity in

geography is used to elaborate originality about the ideas and notions, and it used to link it with

wider pictures. Due to creativity, social and political context can become easier for children and

in this way, they can learn more about different cultures.

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Children naturally love stories related to geography as it creates magic and a sense of

wonder in the world. Teachers use to tell student stories of geographical past and present event.

Storytelling is a unique way for students to understand, respect and value other cultures, and it

can contribute to positive attitudes among people in different countries, races, and religions.

People have said amazing things, and most of them are true about geography (Bietti, Tilston and

Bangerter, 2019). Geography has touched student’s imagination because they feel that they are

playing their part in the story at a certain time and place. They are often seen as attracting an

audience, whether it is a small group of friends or family, or a large group of people, such as a

classroom or even a meeting with a group of companies.

Furthermore, learning is seen as a powerful process created by the student themselves in

geography. Geography is beneficial for students as it is considered constructive and the most

important subject. Its uniqueness, however, is to emphasise the importance of learning by using

the real context and social dimension of learning. Therefore, it is a place where students can

work together and help each other because they use various tools and information sources to

define learning goals and problem-solving actions (Small, 2017). It recognises that people

interpret the information they learn from geography and their world based on their personal

views. It is analysed that a learning environment should offer constructive, active, focused,

collaborative and challenging discussion and reflective learning.

In addition to teaching students and technical skills, digital storytelling can also stimulate

other learning outcomes. This improves student motivation and helps teachers create a

constructive learning environment by encouraging collaboration and communication with their

peers for creative challenges. Besides, storytelling can promote an integrated approach to

curriculum development and engage students at a higher level of deep thinking and learning
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(Hausknecht, Vanchu-Orosco and Kaufman, 2018). Therefore, storytelling can engage students

in a holistic approach to learning and increase student motivation and help teachers create a

constructive learning environment.

When the goals of projects and study materials are fully integrated and tightly combined,

students can learn more to communicate better with each other so that students do not feel

isolated (Botsis et al., 2020). This ensures that all participants in the project acquire the

knowledge and ability to work effectively. It is noted that student collaboration is essential, and

it can be detrimental if teachers, students, and associates are not properly organised. The project

must have clear goals and timelines and be organised according to an agreement. Organising

student-oriented projects, field trips, milestones, organising conferences offered by members,

supervising student practices and ethics, supporting students who often have difficulty working

with a group, and other potential questions suggested by community partners (Datta, 2018).

Suppose collaborations and projects are not strictly ethical.

In that case, even if there are no problems, they can be ineffective, especially if students

or partners have many opportunities to abuse, exploit or harm themselves. Therefore, it is

important to ensure that students and partners understand and adhere to ethical standards of

active collaboration, mutual benefit, mutual benefit, and open communication. All parties should

strive to develop this ethics and the personal and intellectual skills necessary to carry out all

project work related to geography. All parties should also treat each other as common mentors,

share knowledge and help create useful new knowledge (De Leeuw et al., 2017). Suppose

students do not have the opportunity to criticise the course content of geography and the

relationship between their projects. In that case, the benefits of experiential learning, service-

oriented learning and world experience are likely to be real.

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Activity

The activity selected in the assignment is related to geography subject and the activity is

to learn about other cultures. It is noted that students learn from different material by listening

music, doing arts and finding new culture. By the help of this activity, students can learn about

different cultures all over the world. Geography is essential for all experiential learning as

students need to integrate new and challenging experiences into the environment of teachers and

peers. Geography can be presented in journals, focused writing, research, online discussion

groups, biographical stories, classroom discussions, speeches. Still, it should be student-centred,

student autonomy, voice communication, and teacher-teacher collaboration (Nurser et al., 2018).

Finally, in addition to a full evaluation at the end of the semester to see if project objectives have

been achieved and if improvements are possible for future projects, students and community

partners should provide them with regular formative feedback on project progress.

Conclusion

Creative teaching and learning in core subjects offer a holistic approach to teaching

people confidence. For example, in physical education, children practice long jump, measure the

distance of the long jump, and find ways to extend their long jump. In certain situations, three

types of students can use and apply their forms of intelligence to develop other knowledge. A

school environment that encourages creativity opens up a world of communication for them.

Students can communicate better in their free time and encourage innovative thinking and

communication. It also leads to the group and collaborative learning and creates a sense of unity.

Group discussion helps the student think creatively and understands and accepts the opinions of

others.
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This shared creative experience helps them to open up and communicate better. An open

approach to teaching is useful in planning, but professionals are encouraged to seek professional

help if the child's full potential needs to be explored. These children with special needs have the

same learning plans as other children, but professionals adapt these activities to support their

level of development. In any case, it is important that all children can be creative. The task of the

teacher is to adapt the activities to the needs of the children. Finally, the most important didactic

feature of storytelling is that students can create their interpretation of the world based on

experience and communication and gather information from various sources. Thus, storytelling

can contribute to the development of constructive teaching methods. It offers tools that combine

digital media with innovative teaching and learning methods, making it a useful learning tool.
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