Teaching for Creativity Legacy
The Legacy Phase presented a series of projects across our schools taking place during the 2024-25 academic year. These projects aimed to consolidate learning, strengthen evidence of its impact on pupils, enhance the focus on equity, diversity, and inclusion, and develop a well-tested resource bank to support long-term sustainability. The purpose of the Legacy Phase is to deepen our understanding of the conditions and pedagogies that are effective in Teaching for Creativity.
We are focusing our research on the impact of Teaching for Creativity on the outcomes for SEND (Special Educational Needs and Disabilities) and PP (Pupil Premium) pupils, teaching satisfaction, and sense of belonging.
Primary School Projects
The primary school projects build on those from CPD and the pilot phase. Notably, three primary schools are working together to further explore the impact of purposeful play on talk and collaboration.
Bottisham Community Primary School
Does using play projects improve children’s ability to problem-solve and persevere with challenges?
The Meadow Primary School
How can purposeful play be designed and deepened to extend exploratory talk and collaboration among young learners?
The Pines Primary School
How can cross-curricular strategies that foster choice, independence, and inquiry support pupils’ transition from guided exploration in Year 3 to child-led learning in Year 6?
Wimbish Primary Academy
How can purposeful play be designed to extend exploratory talk and collaboration with early years pupils?
| A Teaching for Creativity Improvement Network, which invites teaching colleagues from across Anglian Learning to meet up half termly, has been set up to help encourage discussions of best practice, ideas and implementation feedback, ensuring creativity is being embedded in our schools. |
Secondary School Projects
Bottisham Village College
How can collaboration increase participation and agency for revision in Year 11 in English?
To what extent do independently constructed gestures help Year 7 pupils to embed the structure of analytical writing in English?
How can we empower pupils to develop the confidence to speak in front of others about their passions, ensuring they understand that their ideas are valuable and worthy of being heard in English?
Joyce Frankland Academy, Newport
To what extent can collaboration and exploring be used to increase confidence and resilience in Key Stage 3 drama?
Linton Village College
How can collaborative strategies be used to empower creative thinking in written response in GCSE drama?
Sawston Village College
How can oracy, collaboration, and debating develop pupil confidence with discussion and developing ideas in GCSE REP?
How can inter-textual approaches be used to encourage pupils to develop and extend their ideas across multiple texts, fostering critical, thoughtful, and exploratory thinking in GCSE English?
The Netherhall School
To what extent does inquisitive, playful experimentation in the classroom affect the level of creative risk taking and resilience in a Year 10 3D design pupils?