To achieve Step 0, individuals will have to be able to imagine different situations.
This is the first step in Creativity – the ability to imagine things that do not currently exist. It provides the foundation for everything that follows.
The building blocks of this step are learning:
Creativity is a skill which can be used in all subject areas. It is about generating ideas, and then you can pick the best ones solve a problem. Being able to use our imagination helps all parts of learning. It helps us to see other views and explore new ideas. If we can imagine different situations, we go beyond our current setting – whether understanding the past, building our knowledge of the present or thinking about the future.
In the workplace, we often have to imagine things that are not in front of us. That might be because it is a situation that we haven’t come across yet that we need to learn about, or because we are developing new ideas. When we work with customers or other colleagues, we often have to imagine what they are experiencing so that we understand their point of view.
Using our creativity and imagination helps us to express ourselves. The freedom of using imagination can help our learning and curiosity. Some people find it reduces stress and anxiety to be able to imagine different scenarios and explore feelings. If we can imagine being in the situation of others then this supports our ability to understand how other people are feeling. Being able to imagine things that don’t already exist is the first step towards being able to make plans for the future too.
To best practise this step of Creativity, apply what you have learnt to a real-life situation. Choose one or more of the activities below, remind yourself of the key points and strategies in the step, and have a go!
To teach this step:
The teacher can ask learners what they think imagination is, and where they have used imagination. Do they enjoy using their imaginations?
The teacher can model how to imagine an object or creature. For example:
Explain how we can use imagination to pretend to be someone or somewhere else, and that this is called role-play. “Imagine you are paddling in the sea, let’s pretend to take off our shoes. Can you pretend to splash about in the sea?”
To encourage learners to use their imaginations, the teacher could provide a stimulus for imaginative role-play by introducing dressing up costumes or props from familiar settings. Model how learners might use the props and encourage learners to join in with imaginative role-play.
Learners could also play ‘Let’s Pretend’ where someone pretends to be an animal, and the others have to guess what animal they are trying to be.
There are several ways to reinforce this step across other learning. For example:
This step is best assessed through observation and discussion. For example:
This step is relevant to everyone who will use their ideas in their work.
To build this step in the work environment, managers could:
There are plenty of opportunities for building this skill step in the workplace:
For those already employed, this step is best assessed through by observation. For instance:
During the recruitment process, this step could be assessed by:
We work with a wide range of organisations, who use the Skills Builder approach in lots of different settings – from youth clubs, to STEM organisations, to careers and employability providers.
We have a lot of materials available to support you to use the Skills Builder Universal Framework with the individuals you work with, including:
We also do a lot of work with organisations who join the Skills Builder Partnership to build the Universal Framework into their work and impact measurement systems. You can find out a lot more using the links below.
At home, you can easily support your child to build their essential skills. The good news is that there
are lots of ways that you can have a big impact, including: