ABSTRACT
Creativity involves making connections between things that may appear unconnected: collaborative enquiries and activities generate new ideas through team-work and discussion; historical imagination creates hypotheses; risk-taking suggests probabilities that have to be defended. This chapter recognizes the tensions created by a perceived emphasis on English and mathematics but argues that teaching history must inevitably be creative, and that this requires time for problem-solving, hypothetical thinking based on knowledge, discussion and reflection. It analyses what is meant by creativity, and the ways in which creativity is intrinsically meshed with the processes of historical enquiry, supported by examples from practice. The chapter considers the teachers' dispositions and the school ethos necessary to implement creativity, and discusses case studies, in which aspects of historical enquiry are integrated with creativity and illustrated in practice. It concludes with medium-term plans, which illustrate planning for the various aspects of creativity.
