# data[].attributes.body
Project theme: Monster Costume Design & Storytelling
School focus: Improving literacy and numeracy skills, imagination, creative risk-taking, confidence and collaboration.
Enquiry question: How can theatrical approaches to design and storytelling support raising confidence in numeracy and literacy of a group of Year 7 pupils with low literacy and numeracy scores in the NFER results?

# data[].attributes.headline
Session 1 - An introduction to costume through adjective hunt and costume exploration 

# data[].attributes.subject
Session 1 - An introduction to costume through adjective hunt and costume exploration 

# data[].attributes.body
Room set up differently to encourage exploration of costumes.

Learners moved around, tried things on, and chose what to explore next.

Top Trumps exercise: learners were asked to write backstories for their monsters.

Observations & Reflections:

The free-choice element generated joy and enthusiasm, though accessibility for learner using a wheelchair needs attention.

Open-ended tasks such as Top Trumps were challenging; learners struggled with imagining and writing backstories.

Reflection with teacher highlighted the need for more prescriptive instructions and shorter, laddered tasks to scaffold creativity.

Learners found it tricky to be highly imaginative, indicating that some will need more structured prompts in future sessions.

# data[].attributes.body
Step-by-step demonstration for building headpieces; learners copied the process. Very hands-on and tactile.

Numeracy integrated: measuring heads, simple subtraction, drawing and cutting geometrical shapes.

Learners worked in pairs to support one another.

Observations & Reflections:

Step-by-step instructions worked well, particularly for those who needed clear structure.

Some learners were reluctant to participate or wanted to quit; scaffolding motivation was essential.

Emphasising purpose and goals helped learners understand why they were doing the activity.

Discussion around potential uses for headpieces: roaming the school, playing scenes, Halloween disco, storytelling => Encouraging idea generation was challenging; learners might initially feel unsure about the freedom to share.

# data[].attributes.headline
Session 3 - Museum visit: drawing monsters

# data[].attributes.subject
Session 3 - Museum visit: drawing monsters

# data[].attributes.body
Only 3 learners out of 15 said they had been to the museum before.

Learners drew monsters inspired by animals in the gallery.

Free roaming allowed for social interaction as well as creative work.

Literacy skills used to describe elements of their drawings and presentation skills.

Observations & Reflections:

Learners showed higher levels of imagination, engaging deeply with the task.

Some learners with behavioural challenges showed excellent listening skills and formed stronger connections with the teacher.

The session highlighted how freedom within structure can create creativity and social skills.

# data[].attributes.headline
Session 4 - Geometry, Creativity & Headpiece building

# data[].attributes.subject
Session 4 - Geometry, Creativity & Headpiece building

# data[].attributes.body
Learners created geometric shapes (triangles, circles etc) for headpiece features.

Explored cardboard attachment techniques and 3D construction.

Learners chose which other elements to add to their headpieces.

Observations & Reflections:

Introducing curated options helped learners make choices without overwhelming them.

Fine motor skills varied; some found 3D construction challenging while others thrived.

Creative practitioner could would like to embed accessibility more in the design of the future sessions.

Balancing guidance with creative freedom is key to maintaining engagement.

# data[].attributes.headline
Session 6 - Free-Flow classroom and Caroussel Workshops

# data[].attributes.subject
Session 6 - Free-Flow classroom and Caroussel Workshops

# data[].attributes.body
Carousel format: learners rotated between short workshops on storyboarding, SFX makeup & fake scars, and costume design.

Learners returned to finish headpieces after carousel activities.

Teamwork emphasised by seating learners together at tables.

Observations & Reflections:

Free-flow approach worked well for short attention spans and maintained engagement.

Managing “rage quit” moments was important; seeing peers succeed encouraged perseverance in some learners.

Learners developed patience and trust in the creative process.

Some learners generated innovative ideas; balancing freedom with completing tasks is essential.

Significant progress observed in storytelling, imagination, and conceptual development around monsters and their adventures.

Creative practitioner said struggling with managing the different levels of progress between the learners. Some had been absent, so their headpieces were not yet completed, while others were ready to move on.

# data[].attributes.headline
Session 5 - Story writing & Finishing headpieces

# data[].attributes.subject
Session 5 - Story writing & Finishing headpieces

# data[].attributes.body
Learners wrote about their monsters’ personalities and adventures, applying sentence rules from English lessons.

Collaborative work with teacher support integrated English and art skills.

This first writing task helped the learners dive deeper into adding details and decorations to their headpieces in the second half of the session.

Observations & Reflections:

Goal: enable learners to write independently by gradually removing rules.

Reflection with teacher helped plan next steps for the project.

Project evolved due to the time-intensive nature of making headpieces, but learners’ imagination and storytelling abilities are largely progressing.

# data[].attributes.headline
Half term – a time to review progress in imaginative skills!

# data[].attributes.subject
Half term – a time to review progress in imaginative skills!

# data[].attributes.body
1-2-3 - Showing how a learner’s monster design improved from session 1 to session 4.

4 - A Learner wearing his finished headpiece

# data[].attributes.body
Learners were divided into three groups, each with a different task: selecting storyboards, selecting costumes, or writing interview questions. After 20–30 minutes, the class came back together to share their findings and help shape the plans for the photoshoot.

Observations & Reflections:

This session helped learners prepare for future work and supported more democratic decision-making.

Strong teamwork, but needed adult support to manage behaviour and focus.

Teaching assistants played a key role, even though it wasn’t their planned responsibility.

Creative practitioner thought that she should have planned additional tasks for groups that finished early.

Some missions felt more exciting than others, which may have felt unfair.

Sharing their choices aloud gave everyone ownership of the project.

# data[].attributes.body
The room was divided into two zones: a photography area and a workshop area. Learners took turns being photographed in costume while others finished their headpieces. They worked in teams: director, costume assistant, and performer using the storyboards they made in a previous session to guide the photoshoot.

Reflections & Observations:

Some learners were fully invested and grew in confidence. Some who didn't want to perform at first then changed their mind as they saw other learners having fun doing it.

Several learners showed strong storytelling skills and used the space creatively.

Clear gender difference: boys were more keen to act out scenes.

Noticeable improvement in time management and staying on task.

# data[].attributes.headline
Watch the learners wearing their headpieces and costumes to recreate some stories they imagined during the storyboard session.

# data[].attributes.subject
Watch the learners wearing their headpieces and costumes to recreate some stories they imagined during the storyboard session.

# data[].attributes.body
We spent the first part of the session checking spelling and writing labels to present the work. Then we democratically decided on which photos we were going to use from the photoshoot and brainstormed on what speech bubbles and digital effects we could add.

Reflections & Observations:

Some progress in correcting spelling and improving written work.

Engagement started strong but was hard to sustain for some learners.

Whole-group decision-making helped finalise which stories to share.

Creative practitioner regretted not having the time to involve the learners in mounting and displaying their work, as this could have developed more ownership and exhibition skills...

# data[].attributes.body
Learners presented their work to families and friends. A Q&A was led by 3 learners, using the script the group had written earlier. Learners shared what they enjoyed and what they found challenging.

Some verbal feedbacks – 'What was your favourite part of the project?':

“The colouring with paint pens” – I.

“Building the structure at the start” – J.

“Decorating the masks” – M.

“Creating something from scratch I wanted to make” – C.

Least Favourite Parts:

“Looking for decoration” – J.

“Cutting out was hard” – M.

“Teamwork and working with people I didn’t like” – G.

# data[].attributes.headline
Hear what the teacher and creative practitioner thought about the project!

# data[].attributes.subject
Hear what the teacher and creative practitioner thought about the project!

# data[].attributes.body
For the learners:

The project shifted from literacy and numeracy to mainly literacy.

Increased confidence in speaking, presenting, and sharing ideas - some prepared a script and did a Q&A in front of around 30 people at the sharing event.

Noticeable growth in imaginative thinking and storytelling.

Learners revised their writing more willingly than expected.

Still developing, but showing better use of adjectives and clearer sentence structure, especially with the support of storyboard templates and sequencing.

Evidence of the 5 Creative Habits of Mind:

Curiosity: asking questions about materials & monsters

Imagination: designing hybrid creatures and backstories - we saw an improvement in their imagination between their fist monster designs and the last ones.

Collaboration: working in teams to storyboard and direct the photoshoot.

Persistence: several overcame “I can’t do this” moments.

Learners worked in a more kinesthetic approach, got to invent something that belongs to them and saw their work displayed and valued.

Learner's quotes:

“I liked making something I wanted from scratch.” – C.

“Making the structure was my favourite part.” – J.

“I liked using the paint pens and cardboard.” – I.

“It was hard cutting things out but I did it in the end.” – M.

“It was hard working with people I didn't like but I did it in the end.” – G.

For the teacher:

Teacher gained confidence in using creative tools to support literacy

Strengthened relationship with learners through shared making

Co-planning became a key part of the project’s success

Teacher sees creativity as a pathway into literacy and plans to continue using a creative toolkit in her classes.

For the whole school:

Throughout the project, regular updates were shared with all staff via weekly staff briefings, ensuring the whole school community remained informed and engaged with the enquiry. The teacher delivered a detailed presentation of the project to SLT members and key middle leaders, providing ongoing insight into the creative processes, emerging impact and alignment with school improvement priorities.

A dedicated Staff Professional Learning session has been arranged, where the Creative Practitioner and the teacher will co-deliver training focused on creative approaches to literacy. This session will give colleagues the opportunity to explore new strategies, reflect on practice, and consider how similar approaches can be integrated into their own teaching. Through this structured sharing and professional dialogue, the project has supported a wider cultural shift towards more creative, engaging, and learner-centred pedagogy across the school.

For the creative practitioner:

Developed new approaches for students who struggle with imagination.

Learned when to structure tightly and when to let go.

Grew in adapting techniques to support a range of learning styles and abilities.

Gained insight into literacy-led creative projects and collaborated better with the teaching team than last year.

# data[].attributes.body
Throughout the project, it has been wonderful to witness the growth in learners’ willingness and confidence to participate in literacy-based activities. All pupils involved have reading ages below nine, which means they often struggle to access the curriculum and require differentiated tasks to support their development. At times, these learners can become disengaged, finding traditional teaching methods uninspiring. However, Valentine’s creativity, energy, and carefully structured activities have transformed their engagement. It has been remarkable to see the pupils not only participate enthusiastically but also genuinely enjoy the sessions while developing essential literacy skills.

Although NFER data is not yet available to measure progress quantitatively within such a short time frame, the holistic development observed has been invaluable. Learners demonstrated increased confidence, improved oracy skills, and a newfound ability to create and describe imaginative monster characters inspired by their own experiences. The museum visit, where pupils used real collections to inspire their designs, was particularly powerful. Many of the learners, especially the boys, thrived on this hands-on, real-world stimulus, and their excitement was evident throughout.

The atmosphere in school on the days Valentine worked with the group was heartwarming; the buzz among learners showed how much they looked forward to these sessions. The final presentation provided an opportunity for pupils to share their work proudly with teachers, leaders, and their parents and carers. Watching them confidently present and discuss their creations was a true highlight of the project.

Importantly, the impact of the project extended beyond the learners. The teacher who worked alongside Valentine benefited enormously from observing and co-delivering sessions that used theatrical and creative approaches to develop literacy. Valentine provided her with new methods of working, particularly hands-on, visual, and narrative-based strategies, which she has now embedded into her wider practice. To sustain this, the school has invested in resources and materials that allow her to continue using these approaches with other groups of learners. As a result, the impact of the project is far greater than one class; it has influenced whole-school practice, enriched professional learning, and expanded the strategies available to support pupils with low literacy levels.

We feel incredibly fortunate to have worked with Valentine. She is an exceptionally talented practitioner who understands our learners deeply and works tirelessly to design projects that inspire and support them. The pupils responded so positively to her, and many are genuinely disappointed that she will not be returning. If every school had the opportunity to work with Valentine, particularly with learners who have low literacy levels, it would provide staff and pupils with invaluable ideas and professional learning around creative, alternative approaches to supporting these learners’ needs.

We are extremely grateful to Valentine for her hard work, dedication, and the meaningful impact she has had on our learners and our staff. We are going to miss not having her with us. She has become one of the team and we hope we can work alongside her again in the future.