The Turbulent Times of Creativity in the National Curriculum, Policy Futures in Education, Vol.3 No.2, Available online from

ABSTRACT This article traces the demise of creativity in the national curriculum in England and Wales. It is argued that the creative dimension in the national curriculum has been purged by various government directives since the Ruskin speech in 1976, all aiming to introduce provisions of standardisation, centralisation, and vocationalisation of education. The plethora of centralised testing regimes and quality assurance measures has not only damaged the esteem of teachers and pupils, but has also turned education into a game where teachers teach the art of passing exams, and pupils realise the academic dangers of non-conformity. In the second section of this article it is suggested that despite New Labour’s infatuation with measurable standards, it seems the assault on creative subjects is being reversed somewhat, and various efforts have been introduced to bolt creativity onto the national curriculum with the aim of re-energising teachers ’ and pupils ’ creative spirits. The article finishes by offering further avenues of thought and concludes by suggesting that a truly inspiring, satisfying and rewarding curriculum can only result from moving from a business-education-orientated education system to a child-centred learning experience. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them... Stick to the Facts, sir! (Thomas Gradgrind, in Charles Dickens, Hard Times, 1854) The situation 151 years on: I don’t think we’re an education service that invites innovation or risk-taking in the way that we need to do. It’s too public if you fail, the cost of failure is too great. (Estelle Morris [former Education Secretary], 2002