CREATIVITY IN THE CURRICULUM
It is hoped that the new
curriculum will give teachers
better opportunities to foster
creativity in their classrooms.
Creative
We talk to one of OCR’s
creativity gurus
T
he British inventor James Dyson once
said that engineering was all about
being creative, and having the ability
thinking
“to recognise the power of the imagination
and the potential of a good idea, and then to
translate this into a tangible object or a clever
piece of machinery”.
Drawn to art and design from an early
age, and now a multi-billionaire, he should
know. Having his early designs rejected by
one major manufacturer after another, he
might well have added: “If at first you don’t
succeed, try, try and try again.”
Many teachers will have a potential
inventor sitting in their midst who might
never realise their potential. The question
for schools is: how do they develop the next
generation of innovators and creators who
will positively contribute to the nation’s
future?
According to Steve Blundell, who develops
courses in creativity for OCR, creativity is
already there in most people – they just may
not realise it.
“When you think about it, the rudiments
are already there within each one of us.
We all take risks, we all come up with
imaginative solutions to unpredictable
problems and we all learn from mistakes.
“We might not be very willing to take risks
and we may stubbornly resist learning from
our mistakes, but creativity is a dimension of
the human condition,” he added.
Teaching, therefore, is about how children
and young people can be encouraged to take
and manage risks within a structured learning
environment. He believes that children learn
best when they are active participants in the
learning process.
“We want to fully engage our students in
experiencing the mysteries of a subject as
well as teaching them how they can make
sense of those mysteries for themselves,”
he said. “Each subject has evolved through to choose their own texts and stimulus are closed?” he said. “We raid our fridges,
practitioners taking risks, being open to material to teach to their strengths and to suit freezers and cupboards to rustle up a quick
opportunities, and finding out about things the needs of their students so that they get the snack or a feast. Without the tools and
in novel ways. But none of their experiences most from their courses and their creativity is planning to solve this problem, we have been
would have counted for anything had they encouraged. creative in making the best use of what we
also not been able to learn from all those But there is another aspect to being have and created a meal which, while not
practices.” creative and that is in teachers’ relationships perfect, satisfies the needs of the moment.”
So to bring out the creativity in their with their students: what means have they The need to be creative might also be a
students, teachers need to be aware of their at their disposal, what strategies could they practical requirement. For example, most
own creativity in their own teaching, learning adopt, what mechanisms could they devise people know exactly what to do when a
and planning. This includes their classroom to encourage their students to take risks in stranger falls over on the pavement and cries
organisation, the way they display pupils’ their learning and to invest in their students’ out for help.
work, and in their evaluations. Many teachers potential for being creative? We make them comfortable, call for help,
are excellent at this already and thrive on the So what exactly inspires students to be and perhaps even fashion a make-shift sling
challenge of producing ever new, interesting creative? Mr Blundell believes everyone has if necessary until professional help arrives.
and motivating resources for their pupils. a creative streak, often without even realising “In such as case, we have acted creatively,
OCR says it is aiming to allow teachers it, which manifests itself at the slightest used what skills and materials we have
the flexibility to produce different work from provocation. available. The surprising thing is how many
their students every year. For example, the “For example, what happens when visitors have done something like this and yet not
drama GCSE specification will allow centres suddenly turn up uninvited and the shops been trained for it,” he said.
14 SecEd
DELIVERING INNOVATION IN QUALIFICATIONS
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