Creativity in schools

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Last updated: 4 July 2007

The Government recognises that young people need to develop the creative skills needed in the workplace of the future. Fast-moving technology and global communications call for an ability to produce creative solutions to complex problems. Creative teaching practices can help develop and release pupils' creativity, increasing their ability to solve problems, think independently and work flexibly.

The revised national curriculum offers teachers more flexibility in the delivery of the curriculum with more opportunities for pupils to explore their creative potential. The recent strategy for primary schools, Excellence and Enjoyment, advocates the use of creativity in primary education and reminds teachers of the freedom they have in planning lessons. The Key Stage 3 framework aims to support teachers in delivering engaging, inspiring and challenging lessons via new and innovative approaches.

The Qualifications and Curriculum Authority (QCA) has just launched its Creativity: find it, promote it website as a resource for teachers. This is the result of a three year research project into creativity across the curriculum; the website contains case studies and exemplar material.

DCSF is also working with the Department for Culture, Media and Sport on a number of projects aimed at promoting creativity in schools. These include a Museums and Galleries Education Programme and Creative Partnerships. Both projects aim to build partnerships between schools and the cultural sector with a view to instilling creative teaching approaches in schools.

Nurturing Creativity in Young People was published on 19 July 2006 following an independent review, the report sets out what more the Government can do to nurture young people's creativity. Download it in three parts:

Paul Roberts was commissioned by DCSF and DCMS to carry out a review of creativity in schools that provided a framework for creativity and examined opportunities for creative activity in initiatives such as Extended Schools. The creativity review examined key issues such as:

The role of partnerships between schools and the creative and cultural sector
The opportunities for creative activity in extended schools and early years settings
The development of a creative portfolio to celebrate each young person's creative achievements
The education workforce's role in developing creativity
Clearer pathways into creative industries for young people
Creating spaces for creative activity through the Building Schools for the Future programme
Ensuring creativity is prominent in the Every Child Matters Framework.

The Government's response, published in November 2006, highlighted the main actions that will be taken to ensure that creativity can flourish. It announced the setting up a joint Creative and Cultural Education Advisory Board (CCEAB) that will have responsibility for implementing the actions in the response. The first meeting was held on 12 February 2007. Read the report and the Government's response.

Thinking skills and creativity

DCSF defines creativity as 'imaginative activity fashioned so as to produce outcomes that are both original and of value' (NACCCE report 1999).

The increased emphasis placed on thinking skills in schools will enable pupils to focus more on their creative talents. High quality learning and thinking demand more than the transmission of facts and the routine application of familiar procedures — pupils need to be taught to think flexibly and make reasoned judgements.

Emphasising the quality of thinking processes and thinking skills is a means of raising standards and of preparing pupils for lifelong learning. That is why it is a key element in the Government's drive to raise standards.

Main text
Legislation
Key documents
Checklist
Best practice
Further information