Unit rationale, description and aim

This unit explores the nature of imagination and creativity, and the potential they offer education today. As the world of education becomes dominated by government and business directives for accountability, the encouragement of originality, inventiveness and deeper thinking in decision-making, which are fostered through imagination and creativity, become critical abilities for the adults of tomorrow. This unit embraces a broad understanding of the concepts of imagination and creativity, and explores ways in which teachers might adopt principles and practices to encourage the imaginative and creative learning behaviours of their students, and the imaginative and creative learning and teaching behaviours of themselves.

The aim of this unit is to enable pre-service teachers to explore the nature of imagination and creativity, and the potential they offer to education today.

2025 10

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  • Term Mode
  • Semester 1Online Unscheduled

Prerequisites

Nil

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Research and evaluate the various definitions and ...

Learning Outcome 01

Research and evaluate the various definitions and permutations of imagination and creativity in education within an international and national context, and be able to apply these understandings to personal practice (APST 1.2, 6.2, 7.4; ACECQA A1, C1, E2)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Research, critique and design for the effective as...

Learning Outcome 02

Research, critique and design for the effective assessment and mapping of imagination and creativity in students, classrooms and across curriculum documentation (APST 5.1, 5.2, 5.3, 5.4, 5.5; ACECQA A8, B1, B2, C1, C4)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC10, GC11

Design a framework that enables the development of...

Learning Outcome 03

Design a framework that enables the development of a culture of imagination and creativity in an educational setting, drawing upon existing curriculum, unit-related research and practical experience (APST 6.2, 6.4, 7.4; ACECQA A6, B7, C1, C4, D1, E2)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11

Reflect on and apply the use of various technologi...

Learning Outcome 04

Reflect on and apply the use of various technologies to support the development of imaginative and creative behaviours in educational settings in students and teachers (APST 2.6, 3.4, 4.5; ACECQA B7, C1, C3, C4)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC10, GC11

Content

Topics will include:

  • Defining imagination and creativity in education
  • Imagination and self
  • Creativity and self
  • Imagination, creativity and curriculum
  • Imagination, creativity and assessment
  • Imagination, creativity and technology
  • Cultural contexts of imagination and creativity

Assessment strategy and rationale

A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. Such procedures may include, but are not limited to, online asynchronous discussions, podcasting and report writing.

Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome.

The total of assessment tasks will amount to the equivalent of 5,000 words.

Overview of assessments

Assessment Task 1 Collaborative online discussio...

Assessment Task 1

Collaborative online discussions and personal reflective critiques of learning module content.

Weighting

20%
Learning Outcomes LO1, LO2, LO3, LO4

Assessment Task 2 Promotional and transformation...

Assessment Task 2

Promotional and transformational multimedia task around embedding imagination and creativity in an educational setting.

Weighting

40%
Learning Outcomes LO1, LO4

Assessment Task 3 Development of an imagination ...

Assessment Task 3

Development of an imagination and creativity curriculum framework for implementation in school or early childhood contexts.

Weighting

40%
Learning Outcomes LO1, LO2, LO3, LO4

Learning and teaching strategy and rationale

Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit. Participants will be involved in a variety of teaching-learning strategies to support learning, including: Learning Management System (LMS) access, self-paced readings, online discussions, experiential learning, problem solving, and an exploration of content through a broad range of technologies.

This 10-credit point unit is generally taught fully online across a 12 week semester. Participants should anticipate undertaking 150 hours of study for this unit including a variety of flexible teaching and learning strategies, dependent on the needs of the particular group and the technologies available.

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

On successful completion of this unit, pre-service teachers should be able to:

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

6.2 Understand the relevant and appropriate sources of professional learning for teachers.

6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learnings. 

7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

ACECQA CRITERIA

On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:

Standards/Attributes/Criteria

A. Psychology and child development

A1. Learning, development and care

A6. Diversity, difference and inclusivity

A8. Transitions and continuity of learning (including transition to school)

B. Education and curriculum studies

B1. Early Years Learning Framework

B2. The Australian curriculum

B7. Creative arts and music

C. Early childhood pedagogies

C1. Alternative pedagogies and curriculum approaches

C3. Guiding behaviour / engaging young learners

C4. Teaching methods and strategies

D. Families and community partnerships

D1. Developing family and community partnerships

E. History and philosophy of early childhood

E2. Contemporary theories and practice

Representative texts and references

Craft, A. (2005). A language for creativity (pp. 17-25). In Creativity in schools: tensions and dilemmas. Routledge: London.

Csikszentmihalyi, M. (1997). Finding Flow. Psychology Today, 30 (40), 46-71.

Department of Education, Employment and Workplace Relations for the Council of Australian     Governments (DEEWR) (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra, ACT: DEEWR.

Duffy, B. (2006). Supporting creativity and imagination in the early years (2nd ed,). London: Open University Pres,Robinson, K. (2011). Out of our minds: Learning to be creative. Oxford, UK: Capstone Publishing Limited.

Robinson, K. & Aronica, L. (2015). Creative Schools: Revolutionizing Education from the Ground Up. UK: Penguin.

Websites

Ken Robinson             http://www.sirkenrobinson.com

Kieran Egan               https://circe-sfu.ca/kieran-egan/

TED                             http://www.ted.com

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