Navigating the Tensions Between Creativity and Curriculum: An autoethnographic Exploration of Implementing a Play-based Writing Pedagogy in a Mixed-key-stage Classroom

This article explores the tensions between creativity and curriculum in primary writing instruction through an autoethnographic account of implementing a play-based writing pedagogy – Curious Quests – in a mixed key stage classroom. Against a policy backdrop that prioritises measurable outcomes and technical writing skills, creative and play-based approaches are often marginalised, particularly beyond the Early Years Foundation Stage. Drawing on theories of motivation and interest development, this study examines how play can enhance writing engagement, autonomy and skill development within statutory requirements. The narrative captures the emotional and pedagogical journey of a teacher navigating systemic pressures while striving to reconnect children with the joy of writing. Findings demonstrate that when carefully adapted, play-based writing can not only meet curriculum goals but also transform attitudes toward writing, nurture deeper engagement, and re-energise teaching practice. The article calls for greater recognition of creative pedagogies in policy, more professional development in play-based literacy, and further research into their effectiveness in Key Stage 1 and Key Stage 2 settings.