Overview:
The project was designed to delve into the realms of creativity and storytelling and invited students to explore a rich tapestry of narrative forms, voices, and formats. Through a variety of mark-making and visual art techniques, students learned to articulate their ideas and emotions, transforming them into compelling interactive stories. Emphasising collaboration, persistence, and imagination, the program encouraged students to engage deeply with their peers, fostering an environment where diverse perspectives enriched the storytelling process. There was also a second focus on wellbeing. Over the course of two terms, learners refined their creative habits, culminating in a vibrant showcase event at the end of term 3, where their unique narratives were shared with the wider school community, celebrating their artistic journeys and collaborative efforts. The day after the project showcase the class conducted a 5 Habits of Learning Expo with the entire student body to immerse the community in the essence of Creative Learning.
Project overview:
How did we make the curriculum come alive?
We made the curriculum come alive by integrating hands-on experiences that allowed students to explore various narrative forms and storytelling techniques. The use of mark-making and visual art techniques provided tangible methods for students to express their ideas and emotions, transforming theoretical concepts into engaging, interactive stories.
How did we make the 5 Habits of Learning come alive?
We brought the 5 Habits of Learning to life through interactive activities that emphasised collaboration, persistence, inquisitiveness, discipline and imagination. By encouraging students to work together in the planning of their storytelling projects, we fostered a sense of community and shared learning. The 5 Habits of Learning Expo further reinforced these principles, allowing students to demonstrate their understanding and application of these habits to the wider student body.
How did we activate student voice and learner agency?
Student voice and learner agency were activated by inviting students to choose their narrative forms and storytelling approaches. This autonomy allowed them to express their unique perspectives and ideas. During the collaborative storytelling process, students were encouraged to share their thoughts and feedback, ensuring that their voices were integral to the project’s development.
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. By engaging in brainstorming sessions, workshops, and peer discussions, they learned to analyse different narrative techniques and styles. The iterative process of refining their stories allowed them to critically evaluate their work and make informed creative choices.
How did you link your project to the UN Sustainability goals?
The project linked to the UN Sustainability goals by incorporating themes of social responsibility, wellbeing and environmental awareness in the storytelling narratives. Students were encouraged to explore stories that reflected sustainability issues, promoting awareness and understanding of global challenges. This connection not only enriched their narratives but also aligned their creative work with broader societal goals.
WHAT WAS THE IMPACT?
Student: “Today, running the five habits showcase has been different because usually we’re the ones being told what to do. But this time it was like a test—how do we explain it to other age groups? Some groups were challenging, because some kids just wanted to start straight away and not listen, and others only wanted to listen and then not do anything.”
“I thought it was really exciting and fun seeing the visitors going to everyone else’s stalls and looking at our books, saying ‘wow.’ Some of the parents told us it was really interactive, that it must have taken us a long time, and that it was really special—like more than just a book. That made me feel really special and happy, because everyone could see how much work we put into it. It was fun, and it felt like the best day.”
Teacher: ”I think having a showcase gave the students something to work towards. For our books, particularly showcasing meant they had to aim for high quality because they knew people were going to be coming along to look. That pushed them to work harder. Then the second 5 Habits of Learning Expo was really good because we spent some time reflecting on the 5 Habits of Learning — now that they had practiced them — and this was their chance to teach others. That’s the next step: if you understand something well enough, you can teach it. That’s the power in it, giving them something real to work towards and creating that expectation that this is all for something.
For the showcase, we set up activities around each of the five habits. We’d done them as warmups in class each week, so the kids were familiar with them and knew what they were about. The whole school had the chance to come through and take part. My students had to adapt their language so that different year groups could understand. They even adapted on the spot — for example, with the “inquisitive and imaginative” habit, they realised some of the wording didn’t work for younger kids, so they changed how they explained it.” (Gemma Hayley - Teacher)
Creative Practitioner: “For me, the real power of the 5 Habits of Learning Expo and project showcase is that it flips the classroom. The students become the teachers, and there’s enormous power in that. Kids listen to their peers in a very different way than they listen to adults, because it’s from their perspective. When parents and even strangers came through the showcase, giving genuine feedback and joyfully responding to what the students had created, the pride on the kids’ faces said it all. That’s where student agency comes alive.” (Anne Gee - Creative Practitioner)
School: ”Creative Schools was so successful in developing high-level thinking in children who really needed that challenge—through creativity, collaboration, and all the core skills Creative Schools promotes. It wasn’t just the students who were engaged—it was the whole community. Creative Schools was a way I could provide teachers with an opportunity that would continue to inspire them. Both teachers are the kind of educators who go above and beyond. They’re passionate, highly skilled educators, and I felt they were exactly the right teachers to introduce Creative Schools here. (Heather McNeil - Principal)
Parents: The feedback from parents was amazing. Even those who didn’t have kids in the class said, “What have you been doing?” We had all the work on display, and they thought it was really cool. A couple of parents went through every single student’s book and were blown away by what the kids had come up with. I think the interactive element, like with the poems, lifted the quality even further. Parents noticed the fantastic writing, and I was really proud of what the students achieved. (Gemma Hayley - Teacher)
“What I’ve loved about Creative Schools this year is all the paper cutting—it’s so cool. I’ve also learned a lot about myself through the five habits. I know I can be persistent, and I like improving my work. I can be disciplined, but the habits I connect with most are probably imaginative and collaborative.” (Student)
“As a visitor at the five habits stations, it was really fun. We got to learn about five different habits of creativity. At the imagination station, for example, we worked in groups. All three of us had to draw different things, and then we gave each other feedback.” (Student)
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