From integrating music into maths lessons to creating their own social media channels, we see examples of teachers going above and beyond to spark students’ creativity every day. And yet creativity in the curriculum remains constrained.
For years, voices across the education sector have called for a renewed focus on creative subjects and greater recognition of the value of creativity for students’ lives.
These calls have grown louder as the number of students choosing creative subjects at GCSE has declined over the past decade.
And now there are signs of positive change. The interim report from the includes recommendations for increased access to creative subjects and more opportunities for students to develop creative skills.
More creativity in the curriculum
New initiatives, too, such as the , aim to foster artistic and creative interests in schools. Could we be seeing the “green shoots” of a creative revival in the curriculum?
And if that is the case, how can we make creativity a golden thread through the whole of the future curriculum, rather than an optional add-on?
The benefits of nurturing creativity go beyond the arts. Investing in the development of creative skills enhances students’ lives, both academically and personally. There’s a growing recognition that creativity fosters the flexible, future-ready thinking that today’s learners need
Recent research from the reveals that the socioemotional skills of young people aged 15 to 16 in England are significantly weaker compared with their international peers.
These skills - including communication, collaboration, problem-solving, curiosity and creative thinking - are key precursors to the Essential Employment Skills (EES) needed in the workplace. If left unaddressed, the lack of these skills could severely hinder young people’s employability in an increasingly competitive and dynamic job market.
Demand for change
It’s clear from the feedback of the sector, teachers and students that now is the time for change.
found that 87 per cent of students expressed a desire for more skills-based learning, while 60 per cent of teachers believed the current system didn’t set learners up with the skills to thrive in a modern world.
Our recent survey of 5,000 teachers highlighted that nearly half believed students were turning away from creative options because they were seen as “less useful” - a reduction compounded by budgetary issues, with 69 per cent saying these subjects had been hit hardest by funding cuts.
What needs to happen next?
For these green shoots of creativity to really flourish, we must come together to and create meaningful change.
To better support students and teachers, we need creative qualifications that are both authentic and accessible. The reality is even if we made creative subjects mandatory tomorrow, the potential impact would still be significantly limited without addressing key areas, including ensuring subject content is fully optimised for creative skill development.
Moving forward
In addition, we should consider:
- Adjusting the balance of content-heavy curricula and assessment in both creative and core subjects to positively impact creative skills, while also supporting key areas such as digital literacy and oracy.
- Alongside “end point” evaluations to assess the knowledge acquired, we should explore more iterative processes for students’ creative skill development over time - built on a foundation of problem solving and experimentation.
- Reviewing curriculum content within “core” GCSE subjects and implementing minor adaptations for a more creative approach.
- Formal recognition of the importance of creativity from Ofsted. The inclusion of creativity in the new Ofsted inspection report card, for example, will be key to driving behavioural change in schools.
We have a pivotal opportunity to cultivate a truly meaningful and enduring creative curriculum for generations to come.
This isn’t just about finding the next Elton John, Banksy or Kate Winslet; it is about developing creative minds equipped to navigate an ever-changing world with bright ideas, imagination, intelligence and curiosity.
By fostering creative skills throughout the curriculum, we can also help to address the growing socioemotional skill deficit among young people, empowering them to thrive in any future they choose to build.
Katy Lewis is head of English, MFL and creative curriculum at Pearson
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