The Australian Curriculum, creativity and narrative accounts of the classroom

Narelle Wood

    Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review


    What does it mean to be a "creative" teacher? What place does creativity have in education? And how do teachers assess students' creativity? These questions seem especially crucial in a time when education policy and curriculum place a high importance on the concept of creativity and creative thinking, evident in documents such as the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA), the Australian Curriculum (ACARA) and the Victorian iteration of this national curriculum (VCAA). These documents not only highlight the requirement for creativity to be embedded in the curriculum, they also in some instances stipulate that creativity and creative thinking are assessed. The narratives were generated from a combination of semi-structured interviews conducted before and after classroom observations. The semi-structured interviews established an in-depth understanding of the ­complexities and nuances of the English teachers' understandings of creativity.
    Original languageEnglish
    Title of host publicationEvidence-Based Learning and Teaching
    Subtitle of host publicationA Look into Australian Classrooms
    EditorsMelissa Barnes, Maria Gindidis, Sivanes Phillipson
    Place of PublicationAbingdon UK
    Number of pages11
    ISBN (Electronic)9781351129367
    ISBN (Print)9780815355717, 9780815355700
    Publication statusPublished - 2018

    Cite this