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Developing a Creative Curriculum

Developing a creative curriculum says some very important things about a school and how the members of that community, children and adults alike, articulate their ideas about learning and teaching and how they see their school. In such a school:

  • The leadership is inspirational.
  • The staff are flexible, creative and dynamic and share the vision.
  • The school views the process of learning as a creative act.

Other features of schools embracing a creative curriculum include the development of learning based on collaborative approaches and the examination of ways to achieve the co-construction of enquiry based learning.LVT is a tool that can contribute considerably to this process as it provides learners with a context to generate thoughts coupled with a means of articulating, seeing and sharing those thoughts. Critically, LVT then allows learners to look creatively at the relationship between these ideas and there is a real opportunity for new understandings to occur.

“A very flexible tool which could be used in a variety of aspects in school.”

Val Squires – Nursey Hill Primary – Warks LEA

“Excellent teaching aid” Anita Porter – Impington Village College on LVT Classroom kits

How making thinking visible adds value:

Visible thinking is shared thinking. When we share our thoughts in visible space, synergies can develop that deepen the thinking and add value to the outcome.

  • LVT is a dynamic planning and learning tool for staff
  • LVT is a dynamic planning and learning tool for learners

Developing LVT expertise – what we can provide


Staff workshops – an introductory session

LVT taster sessions can be booked to fit into an INSET day or a twilight session for an individual school or a cluster of neighbouring schools. The objectives for these short experiences are to:

  • Raise staff awareness of LVT and begin the conversation,
  • Encourage an appreciation of the scope of this approach,
  • Begin to develop the expertise
  • By way of hands–on experience of the power of LVT as a classroom approach.

Working with teachers and learners in the co-construction of a real learning sequence develops the understanding of the practical nature of LVT in the classroom. This approach also demonstrates the flexibility of LVT in terms of addressing curricular objectives and in engaging all in collaborative endeavours.
Look at ‘LVT Process Map’ for an overview of how LVT has been integrated into the working of one primary school and ‘LVT Planning’ for the practical details of the format of the project.

Expert Help:

Steve Padget is lead educational consultant and writer with deep experience of working with young learners and teachers in training and in service. He has been working with LVT for many years in a wide variety of educational settings examining the power of this tool to motivate and deepen learning.  He has wide experience of introducing, demonstrating, training and developing the use of LVT in schools across the phases and across the country.
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