Overview:
The first project was designed to give students an experience of real-world maths applications by using local insect life as the creative driver. This involved documenting insect populations around the school and using these figures as a starting point for a series of physical mutations that were captured through drawing and model-making. From maths we moved to biology and students were asked to consider the possibility of plant sentience. This developed into a project that required students to come up with creative experiments involving fixed and independent variables to see which team could grow their plants the fastest.
In both terms, the class worked almost exclusively in small groups to develop their collaboration skills and were encouraged to deepen their imagination by rethinking what maths is and what else it can be.
The works culminated in a creative showcase event that gave students the opportunity to discuss their work and findings with the wider school community.
Main Curriculum Focus:
Project 1: Percentages, decimals and fractions
Project 2: Scientific variables
WHAT WE DID
In Term 2 students took inspiration from local insect life to create scaled drawings that were then used as templates for applying mutations to three specific parts of the insect’s anatomy – the head, thorax and abdomen. The severity of each mutation was determined by a figure generated in the weekly warm-up activities and sometimes accompanied by a lucky dip to spice things up. We strove to include some form of mathematical problem solving into all activities and used outcomes to generate more creative content.
Once the mutant drawings were complete, students had to create scaled 3-D models using plasticine and basic armature. Students then participated in a creative photo shoot to capture their critters in their natural environments. These awkward lop-sided bugs, some with big heads and small bums, were also given a chance to share their personal life stories through a short creative bio that was presented alongside a scientific profile.
In Term 3, the class were instructed to grow plants from seeds and seedlings in a controlled way. In groups, they created their own scientific experiments consisting of fixed and independent variables. The independent variable had to be inspired by the notion of plant sentience and needs beyond sunlight and water. Students looked at applying various forms of affection, sound, smell, poetry, nature walks and musical genres to name a few, and designed plant therapy lounges using cardboard boxes and coloured paper. Each week, their plant pots were placed inside to receive a specific amount of “therapy” and all changes and observations were recorded. The goal was to see which team could grow the largest plant.
How did we make the curriculum come alive?
The curriculum came alive by measuring, mapping and augmenting the natural world using drawing and 3-D modelling. We tried to keep the warm-ups and reflections on topic to weave them into our main activities. We also made good use of the school grounds that included mature trees, lawns, garden beds and a wetlands area.
How did we make the 5 Habits of Learning come alive?
Our time together was focused on taking an insular subject area and making it collaborative. The students had to learn to communicate their ideas effectively and develop their negotiation skills. By highlighting group work we were able to create a sense of community and safety in learning. We ventured into uncomfortable and cringy territories at times, but the students were in it together and we found the class grew in confidence and began to stretch their imaginations in exciting new ways.
How did we activate student voice and learner agency?
Encouraging authentic and original thinking was our mission. We gave students regular opportunities to voice their opinions and used reflective feedback sessions to shape the projects from week to week.
How did you develop creative and critical thinking skills in the students?
Creative and critical thinking skills were developed through a variety of activities that challenged students to think outside the box and test the boundaries of what was comfortable for them. We regularly conducted brainstorming and feedback sessions, and made time for peer reviews to build on and improve creative outcomes.
How did the project link to the UN Sustainability goals?
Our projects linked to the UN Sustainability goals of caring for nature and animals. Students were asked to research the main causes of insect mutations and consider what role humans play, particularly within their own homes, highlighting the excessive use of pesticides, chemicals, noise and loss of habitat. Learning through this lens deepened the work and created more empathy for other life forms.
WHAT WAS THE IMPACT?
“In normal lessons, you just answer set questions and there’s only one way to do it. In Creative Schools, it’s more open—you can approach things in different ways.” (Student)
“In normal maths we copy from the board and solve questions. In Creative Schools, we still do maths, but it’s more active and engaging.” (Student)
“It’s not what I imagined doing in maths. It feels like applying it to real life.” (Student)
“Creative Schools has been really good. Each week we’ve had to stop and think about how to make sure there’s enough maths in it—which has been a good challenge. It’s definitely been a change from our regular routine, but I think that’s a positive thing. It’s broken things up a bit, and the kids have really enjoyed it. It’s also been kind of funny at times—some of
them have been a bit confused! I think it was last week when one of the students said something like, “We didn’t even do any maths today!” and we laughed because actually, they did—they just didn’t realise it. In a way, that’s kind of the point. They’re engaging with maths, but it doesn’t feel like a traditional maths class.” (Emma Potts, Maths Teacher)
“I’m definitely relearning my maths through this process. It’s not the most complex content, but it’s so rewarding to see maths applied in a real-world, creative context. We’re using ratios and concepts of relativity and scale—similar to how I’d approach model-making or site planning in my creative practice.” (Stephanie Reisch, Creative Practitioner)
“While Creative Schools benefits all learners, it has particular value in pushing high-achieving students to think in non-conventional ways. These students are often used to being stretched academically, but this program challenges their thinking flexibility. It can feel uncomfortable at first—the good kind of uncomfortable—that forces them to approach their learning differently. I especially see this in a teaching area like mathematics, where the curriculum is jam-packed, particularly for extension classes. Creative Schools gives us a reason to pause and carve out space for deeper, creative exploration—something that’s harder to do in traditional maths lessons.” (Orietta Stokes, Academic Excellence Coordinator)
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