• Summary
  • Contents
  • Subject index

Why should we foster creativity in primary English? A practical and accessible text that demonstrates how creative thinking and learning can support primary English teaching. With chapters mapped to the Teachers’ Standards and links to the new National Curriculum, each chapter provides a case study exploring high-quality primary English practice including planning, rationale and ideas for the classroom. These are fully grounded in a wide range of theoretical frameworks, viewpoints and values. Reflective activities in each chapter offering practical exercises and additional reading suggestions, encourage trainee teachers to further their understanding of how theory translates to classroom practice. This inspiring book helps support learning, teaching and assessment without losing innovation, excitement and motivation for both teachers and children.

A case for creativity

Whenever I use the word ‘creative’ to describe someone or talk about the concept of ‘creativity’, I usually receive a variety of responses. Some might say, ‘I’m not creative’ or ‘I haven’t got a creative bone in my body.’ Others connect the word to certain subject disciplines or artistic skills or talents: ‘I’m not creative, I can’t draw’ or ‘I am very creative I’m good at displays.’ This is not to suggest that these responses might be in any way wrong, but I do wonder what assumptions the responders are making about creativity and what their conceptual understanding of creativity is.

Unpacking ‘creativity’

Vernon (1989) suggests that, in order to be creative, one must demonstrate some level of originality. He goes on to ...

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