ABSTRACT
During the last decade there has been a growing awareness of the need for creativity in the primary curriculum. This has been prompted by a range of developments at both national and local levels. A key feature in this process was the report ‘All Our Futures: Creativity, Culture and Education’ (1999) published by the National Advisory Committee on Creative and Cultural Education (NACCCE). The report stated that it was ‘essential to provide opportunities for young people to express their own ideas, values and feelings’. The review of the primary National Curriculum for physical education in England and Wales implemented in 2000 further reinforced the need for creativity. In dance pupils were asked ‘to create and perform dances’ at both Key Stages 1 and 2. In Key Stage 1 games pupils should be taught to play ‘games that they and others have made’. At Key Stage 2 they were required to ‘play and make up small-sided and modied’ games. In gymnastics at Key Stage 1 pupils were asked to ‘create and perform short linked sequences’ which led to being taught to ‘create and perform uent sequences’ at Key Stage 2.
