The educator encourages creative thinking and flexibility within their learners.

Learning Outcomes

The educator helps learners to:

Underpinning Components for the educator

In order to achieve the above Learning Outcomes the educator should be able to:

Example activities for teaching Creativity

1 15 ways to teach
  • Suggested duration: 1 hour
  • Technique used: Group discussion
  • Materials required: Flipchart paper and pens
  • Aim of activity: To encourage students to think about creative ways of teaching something
  • Underpinning components: UC7.1
  • Connection with other competences: Attentiveness

Short description

  • Whole group: Decide on an issue to do with sustainability e.g. use of plastic, trophy hunting, over fishing, waste
  • Small groups: Brainstorm at least 15 ways that this could be taught to a given age range
  • Whole group: Share and discuss ideas and approaches

Note how creative we become after the first five ‘usual ideas’ have been suggested!

2 Underpinning theory
  • Suggested duration: 30 mins
  • Technique used: Lecture and discussion
  • Materials required: Slides
  • Aim of activity: To explore and discuss rationale behind need for creativity, use of real-world contexts and building on experience
  • Underpinning components: UC 7.2
  • Connection with other competences: 

Short description

Need for:

  • Different form of education e.g. Chamberlin, Freire, Orr, Hicks
  • Reflective learning e.g. Kolb, Gibbs
  • Social learning e.g. Bruner, Vygotsky
  • Experiential learning e.g. Piaget, Rogers
  • Thoughts about sustainability e.g. Thiele
3 Talking the walk
  • Suggested duration: 45-120 mins
  • Technique used: Transect walk; walk across the school site, better still across the local neighbourhood.
  • Materials required: None
  • Aim of activity: To introduce the concept of ‘new value’ and see how innovation can bring social, environmental and economic benefits.
  • Underpinning components: UC 7.1; UC 7.3
  • Connection with other competences: Action; Futures

Short description

Draw a line (a transect) across a map of the local area between two safe and accessible points – the length of line will depend on the amount of time available. This is the route of your walk. Now plan the walk taking care to avoid hazards and private property while staying as close to the straight line as possible.

Take the class on the walk along the route you have planned together and look for examples or evidence of situations where an improvement might be made. After the walk, ask the class to work in small groups and think of as many ideas as possible for adding new value to their locality.

A more random version would be to ask students to explore an area and take photographs using a smartphone to show their evidence. This puts them in charge but can also reduce the level of creativity required to come up with ideas.

Additional Activities
  • Identify opportunities within personal, or working life where it might be possible to create space to encourage sustainability

Example activities for teaching Creativity Sustainable Development Goals

Creativity SDG1 No poverty

Find creative suggestions as to how to end poverty.

Creativity SDG2 Zero hunger

Find creative suggestions as to how to end hunger.

Creativity SDG3 Good health and well-being

Propose ideas based on experiences and real life situations that would support and increase the health and resilience of vulnerable groups and people in need.

Creativity SDG4 Quality education

Explore new forms of education and search for new ways of teaching and learning. Develop ideas on holistic approaches to education.

Creativity SDG5 Gender equality

Recognise how our values and our culture underpin our behaviours and our pre-conceptions about gender differences and explore alternative ways of thinking and behaving in daily life.

Creativity SDG6 Clean water and sanitation

Look for and propose innovative solutions, both structurally (socially) and technically, for areas where there is a lack of water and sanitation.

Creativity SDG7 Affordable and clean energy

Employ creative ways of communicating an environmental conflict related to energy production and consumption.

Creativity SDG8 Decent work and economic growth

Explore alternative economic models and search for new ways of working. Develop ideas on sustainable products and services.

Creativity SDG9 Industry, innovation and infrastructure

Be creative and flexible while working on resilient infrastructure and inclusive and sustainable industrialization and innovation.

Creativity SDG10 Reduced inequalities

Develop creative ways of reducing inequalities.

Creativity SDG11 Sustainable cities and communities

Develop ideas and approaches for addressing real local /community problems and test them for their appropriateness regarding the specific sustainability issue.

Creativity SDG12 Responsible consumption and production

Explore new forms of consumption and production. Develop new ideas on sustainable lifestyles.

Creativity SDG13 Climate action

Reflect on current behaviours and technologies in use and recognise how the ‘Western’ lifestyle is a principal cause of climate change. Explore alternative and creative lifestyles and alternative technologies, including agricultural and reforestation ones, that can counter and mitigate climate change.

Creativity SDG14 Life below water

Reflect on current behaviours and recognise causes of overfishing. Explore and suggest alternatives behaviours would protect marine life.

Creativity SDG15 Life on land

Present alternatives to the status quo on wildlife habitats that will provide more protection.

Creativity SDG16 Peace, justice and strong institutions

Explore different ways of promoting agency and representation.

Useful reading for Creativity

  • Aubrey K & Riley A 2016 Understanding & Using Educational theories. London: Sage. (see chapter 3 – Jean Piaget: Understanding the mind of the child; chapter 4 – Lev Vygotsky: An early social constructivist viewpoint; chapter 12 – David Kolb: Experiential Learning Theory;)
  • Chamberlin S 2009 The Transition Timeline Totnes: Green Books Ltd
  • Curtis W & Pettigrew A 2009 Learning in Contemporary Culture. Exeter: Learning Matters
  • Hicks D 2014 Educating for Hope in Troubled Times. London: IOE
  • Stibbe A 2009 the Handbook of Sustainable Literacy Totnes: Green Books Ltd
  • Thiele L 2013 Sustainability. Cambridge: Polity