To achieve Step 2, individuals will show that they can bring what they imagine to life in different ways, including through role play or acting out their ideas, and through pictures or diagrams.
In the previous step, individuals focused on how to say what they could imagine. This step builds on this by exploring other ways of communicating ideas to others.
The building blocks of this step are learning:
To teach this step:
This skill step can be reinforced in other parts of learning. This can be done by encouraging learners to engage their imaginations during learning. They can then express what they imagine through the appropriate methods from above.
This step is best assessed through a series of structured activities. These can be based on the Teach It section above, using a sequence of different challenges that can be used to assess learners’ abilities to use the various methods of sharing what they imagine.
This step is relevant to everyone who will use their ideas to help others at work.
To build this step in the work environment, managers could:
There are plenty of opportunities for building this skill in the workplace:
For those already employed, this step is best assessed through 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.
There are many different ways to bring our imagination to life and share it with others: writing, drawing or performing. These creative tools can be used to support learning in academic and vocational subjects. We might choose to act something out to show our understanding, to practise a scenario or to entertain. We can also use art and pictures to express what we imagine. Diagrams are a useful tool for illustrating complex ideas or instructions and can support note-taking and revising.
Visual tools are used in a variety of jobs to help us bring our imagined ideas to life so that we can share these with others. When working in a diverse team or community, people may approach creative thinking differently and therefore the ability to use a range of methods to bring ideas to life will help you to engage a wider group. In the workplace we are surrounded by visual communication: signs, documents, infographics, charts and websites; we can use these as inspiration to support our own work in choosing the appropriate tools to bring our ideas to life.
Bringing our imagination to life helps us share ideas with friends and family or when getting to know people and building relationships. It can be an enjoyable way to discover new and shared interests. We might use this skill to share experiences or future plans with others so they can understand us more easily.
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!
As a parent or carer, you might be thinking about how best to support your children to build their essential skills. The good news is that there is lots that you can do that will have a big impact, including:
We’ve developed a whole series of tools and resources to help parents to build these skills, including:
There is also content for older children and young people, including short activities and reflections that they can complete alone, or with you.