ED2FCT: Creativity and Critical Thinking

Module code: ED2FCT

Module provider: Institute of Education

Credits: 20

Level: Level 2 (Intermediate)

When you'll be taught: Semester 1

Module convenor: Ms Pamela Cottrell, email: pamela.cottrell@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module will explore a number of key theories on the nature of creative learning and the restrictions within which practitioners work. It will look at the role of creativity in supporting flexible thinking in early years/educational settings (0-11). It will look at freedom and control elements in creativity, the role of symbolic representation, the links between creativity and other areas of development, as well as exploring the role of the practitioner and considering the wider implications of the practitioner’s role.

Aims

The aims of this module are to develop knowledge and understanding of the role of creativity and self expression in children’s development and learning through:

• Evaluation of theories of play
• Investigation of the use of symbolic representation as tools for thinking
• Evaluation of recognised practice such as that of Reggio Emilia
• Exploration of literature and research relating to creativity and critical thinking
• Examination of the relationship between creative development and creativity in aspects of learning and development between birth and 11 years
• Exploration of creativity in ICT and multimedia applications
• Exploration of opportunities to enhance critical thinking in children

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Explain the role of imagination and creativity in children’s learning and development
2. Compare and contrast the contribution of various theories and concepts relating to children’s development of creativity and critical thinking, including meaning making, problem-solving and representation
3. Evaluate the effectiveness of strategies used in the workplace to enhance children’s creativity and critical thinking, drawing on primary and relevant secondary sources in order to develop evidence-informed practice
4. Reflect on their role when promoting children’s creativity and critical thinking in the workplace

Module content

• The development of creativity and its current theories
• The role of symbolic representation
• The theories of representation
• Current theories relating to creativity
• Implication of theory on practice and the role of the practitioner
• Learning environments that support creativity and critical thinking
• Development of and current theories relating to critical thinking

Structure

Teaching and learning methods

Lectures, discussion groups, tasks, research, work-based activities. Work-based learning will provide an essential contribution to achievement of the outcomes.

Study hours

At least 21 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Work-based discussions with the mentor, plus tutorials and workplace experience all contribute to formative assessment.

Reassessment

Additional costs