ABSTRACT
In Chapter 8, we shall examine how control of the curriculum has been increasingly strengthened by government. Although this is not the ideal context for creativity to develop, there are still considerable freedoms, even within the statutory requirements of the National Curriculum, to personalise what and how we teach in the primary school. It appears that a battle is going on between different stakeholders in government. So, at times there is encouragement and praise for creativity, whereas at other times it seems to be submerged under other high-stakes requirements. The good news is that confident and effective teachers can still find many opportunities for creativity in their classrooms. Although many of the issues covered in this chapter are not unique to creativity, we consider them to be part of the classroom and school environment (and thinking) necessary to foster creativity through your curriculum.
