01
Curiosity
好奇力
Observe · Question · Explore
Notice something. Stay with the question. Find a way to explore it.
01 / THE FRAMEWORK
From experience to capability.
能力，在真实经历中逐步形成。
FORMATIVE is an emerging education framework and practice system for designing experiences in which curiosity, creativity, agency and reflection can form, be observed and transfer.
FORMATIVE / FORMATIONWHY FORMATION MATTERS
What stays after the learning ends?
Completing a task does not tell us whether a child can meet the next one independently. We look at how children ask questions, make decisions, respond to feedback and carry experience into a different context.
The framework offers a shared language for designing experiences and reviewing how learning unfolds. It is a working proposition to be tested and refined in practice.
THE FORMATIVE MODEL
Four capabilities. Connected.
02
Creativity
创造力
Imagine · Combine · Create
Connect what you know. Try another possibility. Make an idea tangible.
03
Agency
行动力
Choose · Act · Persist
Make a decision. Take responsibility for the next step. Try again.
04
Reflection
反思力
Review · Express · Adapt
Look back at what happened. Name what changed. Carry it forward.
EXPERIENCE → ACTION → FEEDBACK → REFLECTION → TRANSFER
The formation cycle
Each step informs the next. Children can return to an earlier stage, observe again, adjust and try another way.
- 01
Explore
探索
What do you notice?
Meet a real question. Observe, handle materials and follow a line of curiosity.
- 02
Create
创造
What could you make?
Imagine a response. Sketch, combine, build and make your thinking visible.
- 03
Act
行动
What will you try?
Choose a next step. Test your idea in the world and pay attention to feedback.
- 04
Reflect
反思
What has changed?
Return to the experience. Talk, draw or document what worked and what you would change.
- 05
Transfer
迁移
Where else could it work?
Bring a strategy to a different situation. Discover what travels and what needs to adapt.
A new context. A new question. The cycle begins again.
A FRAMEWORK, WITH CLEAR BOUNDARIES
What FORMATIVE is not.
- 01A fixed curriculum
- 02Another exam system
- 03Disconnected activities
- 04A single teaching methodology
- 05A replacement for schools
FORMATIVE ASSESSMENT
See the development. Beyond a single score.
FORMATIVE does not rely on a single score to measure development. We attend to behavior, process and transfer in context, without reducing a child to a label.
Behavior observation
What does the child initiate, choose, notice or persist with? Record context, not labels.
Project outputs
Look at sketches, prototypes and revisions to understand how an idea developed.
Reflection records
Listen to the child’s own account, through conversation, drawing or documentation.
Transfer of capability
Notice when a child brings a strategy to a new question, environment or collaboration.
FOR SCHOOLS · EDUCATORS · FAMILIES
Bring FORMATIVE into practice.
Every context is different. Let’s find a meaningful place to begin.