Abstract
Creativity has long been included either implicitly or explicitly in Queensland senior school curriculum. Yet despite the endorsement of creativity as a required outcome for students there is little research exploring its integration into senior school curriculum. In 2019 Queensland Curriculum and Assessment Authority (QCAA) deliberately embedded a 21st-century skills framework into senior school syllabi across all eight learning areas, making the development of students’ creative attributes the responsibility of every senior school teacher. This discussion investigates how creative attributes were understood and included in the curriculum by employing Craft’s (2013) Wise Humanising Creativity as its definition of creativity. The analysis revealed some common understandings of creativity across learning areas suggesting that tensions exist in the interpretation of creativity across learning areas that may impede the activation of creative skills. Alignment in understanding of creativity between the QCAA 21st-Century Skills framework and Craft’s (2013) Wise Humanising Creativity framework suggests the possibility of a common definition for creativity in a senior school context.