Creativity in writing
In the context of recent and on-going changes in the National Curriculum, this article outlines an initiative collaboratively undertaken by PGCE English tutors at three neighbouring universities in the South West of England; with their 70 Secondary English trainees, they challenged themselves as creative writers, guided by a T. S. Eliot Prize-winning poet and a professional story teller and writer. The article explores their quest to translate the renewed emphasis derived from policy to (re)–introduce creativity into the English classroom. Their inter-university collaboration sought to develop their PGCE trainee teachers’ self confidence as creative writers; provide an experimental experience of how to stimulate the creative process in the classroom; and encourage them in turn to nurture their students as creative writers and appreciative, critical readers of others’ creative writing. We offer a case study which has the focus of teaching for creativity whilst simultaneously being an act of creative teaching. Finally, questions which emerged during the enterprise are posed about the role of creative writing in the secondary English classroom.