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After issuing a flood of missives about education during its time in office, the Government is now actively encouraging the exploitation of creativity and offering schools the opportunity to be more flexible in their interpretation and teaching of the curriculum. This apparent change of heart has left school leaders and classroom practitioners with the formidable task of interpreting and evaluating its implications, in which they face two main challenges. First, to understand what creativity means and how it can be implemented. Second, to develop the confidence to be more innovative while not adversely affecting test results.