Exploring experiences of the enactment of creativity in lower second level education in Ireland: the framework for Junior Cycle

Abstract

Internationally, many education systems have attempted to embed creativity into schools, often with limited impact. Changes to lower second level schooling in Ireland, The Framework for Junior Cycle, aimed to integrate creativity as a core principle underpinning the Framework, and as a Key Skill. Drawing on data from student surveys ( n  = 3612), student focus groups ( n  = 219), interviews with teachers ( n  = 136), principals ( n  = 24) and parents ( n  = 60) from two visits to 12 case study schools, this paper explores participants experiences of creativity within the revised Junior Cycle and considers what supported and hindered the enactment of creativity at this stage of schooling. Following thematic analysis of qualitative data, and statistical analysis of quantitative data, the findings indicate that teachers and principals indicate a focus on creativity increased since the introduction of the Framework. Teachers stated they were engaging in more creative approaches to teaching and learning, which was supported by parents' views. However, students were less positive regarding their experiences of creativity. Students communicated that they experienced creativity when they had opportunities to make choices on their learning, were exposed to different resources and could present their work in a variety of ways. Overall, the student data paints a picture of limited creativity within Junior Cycle. Assessment acted as both a support and a hindrance to creativity. All participants indicated that project-based learning, in the form of Classroom Based Assessments, provided opportunities for creativity. Summative assessment was a significant hindrance to enacting creativity. The paper concludes by considering how creativity can be more effectively enacted within Junior Cycle.