Several countries have sought to define curriculum and, to a lesser extent, assessment requirements that facilitate ‘worthwhile learning for a creative world’. In order that student development of creative thinking and skills, across the curriculum can be assessed monitored and reported the associated curricula need to define clearly: what is meant by ‘creative thinking and skills’; how these skills and capabilities/competencies manifest themselves within and across curriculum boundaries; the types of contexts and activities through which these skills might best be developed, demonstrated and assessed; and what progression in embedded skills might look like (identifying criteria to inform judgements about quality and standards).

The four symposium presenters will draw upon innovative curriculum and assessment development work in three countries, Northern Ireland and New Zealand and Scotland, (linked to aspects of the New Basics Project, Queensland). By comparing and adapting approaches to curriculum and assessment across geographical boundaries the papers provide insights into key issues that need to be addressed in order that enriched assessment mechanisms can adequately serve enriched curriculum aims.

Northern Ireland

The challenge of defining skill and competency frameworks and of articulating iterative progression in such skills and capabilities/competences.

Designing thematic subject collaboration and the challenge of assessing specific and generic learning across subject boundaries: a case-study of innovation in a Northern Ireland school.

New Zealand

Designing extended, creative learning experiences and gathering evidence of success in meeting competency-related curriculum goals: a case study of innovation in a New Zealand school.

Scotland

Designing interdisciplinary experiences across the primary/secondary transition, to explore pupils’ development of key skills and attributes across curriculum contexts and settings and gather evidence of progress and achievements which will be meaningful across disciplines and sectors and support future learning: a case study of innovation in Scottish schools.