IntroductionThis article will attempt, within its narrow parameters, to reflect all the learning that has taken place during the university sessions on the Creative and Effective Curriculum and to synthesize it with my individual practical experience at school.First what to explore the contextual context of attention to creativity in schools today. Where does the idea of ​​creativity in education come from? We will travel quickly through twentieth century research before arriving at more recent developments and initiatives. So we will try to understand creativity and creative thinking. Is it possible to define both? Is it easier to understand it in terms of processes rather than outcomes? From here we will visit a variety of lines of research that support the development of creative thinking, shedding light on their exponents and opponents. Creative teaching strategies, teaching for creativity and will follow the development of creative integration within a curriculum. What does it mean in practice when the plates of theory and practice collide? So how do I know if what I do in class makes a difference? I will evaluate and reflect on my practice by gathering evidence from personal reflections and providing critical commentary on what I have learned. Finally, I will conclude by summarizing my personal vision of creative teaching and teaching for creativity and my learning at the end of the module. Contextual Context To begin thinking about creativity we need to look back at the historical context in which our current understanding is set. A natural place to start might be the Plowden Report, Children and their Primary Schools (1967). It can be seen as an anchor for much of today's thinking about learning and education... half of the paper...', Educational Studies (03055698), 30, 1, pp. 77-87, Education Research CompletedNational Advisory Committee on Creative and Cultural Education (1999). All our futures: Creativity, culture and education: report to the Secretary of State for Education and Employment, the Secretary of State for Culture, Media and Sport. Sudbury: DfEE.Piaget, J, Inhelder, B, Parsons, A, & Milgram, S 1958, The growth of logical thinking from childhood to adolescence: From childhood to adolescence / Jean Piaget, Barbel Inhelder; Translated by A. Parsons, S. Milgram, np: London, Routledge & Kegan Paul PLC, 1958. Sternberg, R. J. & Lubart, T. L. (1999). "The concept of creativity", in ed. Sternberg, RJ: Handbook of Creativity. Cambridge University Press.Vygotsky, L. S. (1978). Mind and society: the development of higher mental processes. Cambridge, MA: Harvard University Press.