Animated navigation - turn off
Animated navigation - turn off

  • Creating

    • What is creating? 
      A key skill in advanced learning is the ability to be creative in your thinking. There is no single definition of what it means to be creative but we all have a general sense of what it means. Creativity is not just about having wacky, ‘off the wall’ ideas, it is more often about seeing a slightly different possibility from the usual one. This ACP is made up of the following elements: 

      Intellectual playfulness: The ability to recognise rules and bend them to create valid but new forms

      Flexible Thinking: The ability to abandon one idea for a superior one or generate multiple solutions

      Fluent thinking: The ability to generate ideas

      Originality: The ability to conceive something entirely new

      Evolutionary and revolutionary thinking: The ability to create new ideas through building on existing ideas or diverting from them


    • Page icon
      Creating fact sheet

      This resource provides the key information about this ACP group and advice and tips to use in the classroom.

    • File icon
      Creating fact sheet (PDF)

      A downloadable version of the Creating fact sheet

    • Page icon
      Links to core reading
    • Further Reading
      Demis Hassabis: creativity and AI – The Rothschild Foundation Lecture
        
      Recorded at the Royal Academy of Arts on 17 September 2018: Demis Hassabis, Co-Founder and CEO of DeepMind, draws upon his eclectic experiences as an Artificial Intelligence (AI) researcher, neuroscientist and videogame designer to discuss the implications of cutting-edge AI research for creativity and scientific discovery.


    • File icon
      Empathy is the mother of invention: Emotion and cognition for creativity in the classroom

      Teaching children in a way that encourages them to empathise with others measurably improves their creativity, and could potentially lead to several other beneficial learning outcomes, new research suggests.

      The findings are from a year-long University of Cambridge study with Design and Technology (D&T) year 9 pupils (ages 13 to 14) at two inner London schools. Pupils at one school spent the year following curriculum-prescribed lessons, while the other group's D&T lessons used a set of engineering design thinking tools which aim to foster students' ability to think creatively and to engender empathy, while solving real-world problems.