To achieve Step 6, individuals will understand what creativity is and see how they can use it in the context of doing their work.
In earlier steps, the focus was first on imagination and how to share those imaginings, and then on how to generate ideas against a brief, to improve something or by combining different concepts. This step shifts into thinking about creativity more broadly and its relevance across various aspects of learners’ work.
The building blocks of this step are learning:
Each of the three aspects of creativity support our learning in education: using imagination, generating new ideas and turning those ideas into something. Education provides opportunities to try new things and explore. We can use creativity to develop new ideas from a set brief, whether in writing, drawing or through actions. Using imagination and generating new ideas helps us to plan for the future and our work beyond education.
Creativity is a desirable skill in the workplace. We can use our creativity to solve problems, produce new tools and resources and learn from the experiences and ideas of colleagues. Ideas can be combined to create new products and services. Managers, clients or customers might set a brief to inspire innovative solutions.
While this step is mainly focused on using creativity in a work context, being creative at work can motivate us to be more creative in our wider lives too. Coming up with new ideas and sharing what we imagine helps us to connect with others and build relationships.
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 start by modelling lots of the different areas of teaching where creativity is important. For example:
Learners can then think of all of the different times that they use creativity in their work. For example, this could include:
Learners can then write down as many different jobs or professions as possible in one minute. Learners can identify when these individuals may use creativity. They can be challenged to think of examples for each three elements of creativity:
There are several ways of reinforcing this step across learning in school. The most significant part of this is to help learners to recognise and be able to articulate when they have used creativity in their work.
This could be supported by a ‘Creativity Champion’ each week who is responsible for acknowledging when others have been creative and give them a call out, sticker or reward (as appropriate!).
In praise and feedback, the teacher can be explicit that creativity is being used, especially when it is not as obvious – for example, in science, history, ICT or geography.
This step is best assessed through conversation or a written reflection, asking learners to define the different aspects of creativity and to reflect on when they have used creativity in their work.
This step is relevant to all who create new ideas as part of their work.
To build this step in the work environment, managers could:
Explain what creativity looks like in the context of work, referencing the three different aspects of creativity as they are defined above.
Model how creativity can be applied in the context of the workplace. Here a manager might show an individual how they use creativity through their job. For example, a manager might show how they use creativity to:
Task an individual to observe a creative process in action. This might include watching a group of colleagues develop new ideas to solve a problem or respond to a brief they have been given. Through this exercise, an individual might be tasked to create a timeline of events, to draw their attention to how the group transitions from using imagination to generating ideas to turning ideas into something.
Reflect with the individual about work situations they face which require creativity.
There are plenty of opportunities for building this skill in the workplace:
For those already employed, this step is by best assessed by observing an individual’s approach to work over time.
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: