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Sparks fly over creativity

Unfortunately, James Williams ("Creativity is all in the mind", Resources, 15 February) does not seem to understand the point of creativity and creative learning in science. The use of poems, posters and stories is not a problem in science and they are valuable tools that allow pupils to express themselves. When pupils apply the concepts they have learned in another medium, they get involved with the subject matter in a creative way and consolidate their learning. If it is a structured activity, where the use of specific key words and concepts is required in the success criteria, pupils are able to bring abstract concepts into the "concrete" realm. That is what analogies and models are. That is what role play is all about, which is the point Mr Williams tries to make later in the article, contradicting himself.

Creative teaching and creative learning must be developed in order to engage pupils in deeper, more meaningful learning. Creativity is in the learning; it is in the making and building, in applying ideas in different ways, in exploring the unknown with new ideas.

Creativity and science should be explored in every avenue. I have used songs, dance, role-plays and storytelling in my lessons and, because of the feedback I have received, I am confident that my pupils are better off because of it.

Roussel De Carvalho, science PGCE course leader, London Metropolitan University.

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