Planning for and evaluating creativity
How to use this approach to improve practice
The development of creativity skills is a responsibility for all and a national definition of creativity skills is in place. It is possible to develop confidence in these skills by identifying them in practice and valuing their use in a range of contexts. We can evaluate how well the experiences we offer to learners support the development of creativity skills.
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Creativity skills spider diagram
A tool that can be used to reflect on and discuss creativity skills. It can also be used as a planning and benchmarking tool. Practitioners may wish to amend the bullet points to adapt the language for specific learner groups.
Creative teaching and learning graphic equaliser
A one-page A3 sheet that allows staff and learners to reflect upon how creative their learning, teaching and learning environment is in an intuitive, organic way. The tool serves as an invaluable stimulus for discussion and allows for varied perspectives and experiences to co-exist whilst offering informative overviews that can inform plans to improve teaching, learning and the learning environment.
Planning checklist – designing and delivering creative learning activities
This resource helps practitioners to plan for creativity in learning and for the development of creativity skills. It supports reflection on the design, planning, delivery and evaluation of learning experiences.
This resource supports practitioners to reflect on any learning activity by asking effective questions around learners’ engagement with, management, and evaluation of their learning.
Creative learning survey for pupils
A survey which encourages learners to reflect on creative learning experiences, the skills they have developed and why those skills might be useful to employers.
Creativity skills progression framework
There are no CfE Benchmarks for creativity skills because creativity skills are highly present from early years onwards. Rather than the skills themselves, it is the context in which they are applied, and their use, which must be developed. Educators can use City of Edinburgh’s progression framework to inform their understanding and contextualising of creativity skills as learners progress from early level to the senior phase.