Considering the findings from year two, we decided to upscale the projects and continued to focus on exploring conditions which enabled creative thinking in the classroom. Our collaborative also created a wheel to capture the principles and practices needed for creative thinking in the classroom.
Primary schools have expanded to include some Key Stage one and two groups and almost all the Early Years settings. After the first term, each academy started to implement new pedagogical approaches to stimulate creative thinking.
Two of the secondary schools expanded their Action Research projects from year two and another secondary school joined the project in the final year.
The lead secondary school made considerable changes to their school day to enable opportunities for creative thinking in the classroom. There are now three 100 minute lessons in the school day, with each lesson planned around four pedagogical pillars - thinking hard, questioning, modelling and collaboration. Student voice was central to embedding this and the student leadership team enthusiastically formed part of the teaching and learning team.
The 100 minute lessons structure enabled staff to facilitate deep learning, giving our students the opportunity to be able to explore topics in detail.
Lessons were built around our four pillars of questioning, modelling, thinking hard and collaboration. Equally the lesson structure gave our staff the freedom to approach their teaching in new and creative ways, making innovative and inclusive classrooms a central part of our college improvement plan; creating a high challenge, low threat environment, where students have been supported to think deeply and make their learning visible.
Helping students better understand aspects of metacognition through the use of platforms and programmes, such as Seneca and Sparx Maths, and emphasising the importance of articulacy, using GL assessment data and articulacy strategies, to ensure all students can both access and be challenged by our curriculum. Building a cohesive curriculum that allows students to access the best of what has been thought and said. Defining and implementing high quality assessment, to make sure that teaching and learning is responsive and shows students the next steps on their learning journey will continue past the end of this project.
Now at the end of year three, the collaboratives have published their playbook for enabling creative thinking in the classroom which includes case studies and pedagogical examples.
One of the greatest success stories of year three so far, has been several teachers reporting that having the time to explore creative thinking and regaining autonomy in the classroom, has brought the joy back into teaching.
See a diagram that talks about the impact made on the students.