The Government's recently introduced national strategy for primary schools in England and Wales, "Excellence and enjoyment" (DfES, 2003), encourages teachers to be creative and innovative in how they teach the curriculum, whilst "All our futures" (NACCCE, 1999) urges teachers to look for creativity in all aspects of the curriculum. Creativity can therefore be expressed in different ways: in relation to pedagogy, and to what emerges from the subject itself. This article explores both in the context of a school-based science project entitled "Growing Schools." Experience from the Growing Schools project suggests that giving teachers autonomy of practice, coupled with their confidence and professional expertise, allowed them to work beyond the constraints of the curriculum and to give their pupils opportunities to see connections and explore the bigger picture. These were prime examples of learning and teaching creatively.