Main Objective
Term 2: Character analysis & creation of fantasy settings/characters.
Term 3: An understanding of story creating & message within storytelling. Working as a team to create text.
Project Overview
TERM 2 - The black cockatoo multiverse mascots
Our project was built around a “what if?” scenario inspired by the book The Black Cockatoo. Students brainstormed characteristics for the main characters and setting, then explored how the storyline might shift if one of these characteristics changed. Each student selected a single defining trait to transform and used this as the basis for inventing a new character. They then brought these ideas to life by creating mini mascots using materials sourced from REMIDA — the same types of materials used in professional mascot construction.
TERM 3 - The multiverse flip book
In Term 3, the focus shifted to creating a flip book that allowed the characters developed in Term 2 to be explored in greater depth. The class was divided into six groups, each tasked with developing a shared storyline that incorporated every individual mascot created by students within that group. Students designed and constructed backdrops for their story settings, captured claymation-style photographs, and then used AI and book-programming tools to transform their work into a book. The completed stories were read aloud and performed for the students’ Year 1 buddy class, bringing the project full circle through storytelling, performance, and peer connection.
How did we make the 5 Habits of Learning come alive?
There were many different ways the Five Habits of Learning were engaged across the terms, and a noticeable shift occurred in students’ thinking as the projects evolved. The deeper their understanding of the Five Habits became, the more motivated students were to actively engage with them and develop them further.
Warm-ups played a key role in this classroom. The Creative Practitioner encouraged students to move, think creatively, and take risks, and students often wanted to extend or adapt the original warm-up ideas, demonstrating growing confidence and ownership of the learning process.
Reflections at the end of each session supported students to think critically about their behaviour and learning. Naming the Five Habits made it easier for students to identify how each habit was used and which ones were the focus in each lesson. This reflective practice also helped students recognise which habits they wanted to understand more deeply and improve upon in the following week.
The main projects were rich in collaboration and persistence. Students encountered many challenges, most of which were solved through group work. The student-led model of the program fostered strong inquisitiveness and creativity, allowing ideas to evolve organically over time. Reflection further supported students to develop a clearer understanding of discipline and how it applies within creative processes.
How did we activate student voice and learner agency?
The entire project was student-led. While the teacher and Creative Practitioner initially developed ideas during the two-day professional learning, the direction shifted once students met the Creative and learned about her background in theatre and puppet-making. Students were eager to pursue a different creative pathway, and allowing them to lead the ideas resulted in high levels of engagement. This approach supported student agency, made teaching more fluid, and created a learning environment where students felt ownership over both the process and the outcomes.
How did you develop creative and critical thinking skills in the students?
The student-led structure invited open questions and allowed ideas to develop through dialogue and exploration. Creating mini mascots was particularly challenging, requiring students to think in three dimensions, yet each student adapted the original idea at a pace that suited their own learning. While I often provided examples or demonstrations to support the process, students frequently modified or reinterpreted these techniques in ways that reflected their own thinking. Clear guidelines were provided, with flexibility intentionally built into the process to support experimentation, independence, and creative problem-solving.
How did you link your project to the UN Sustainability goals?
Our UN Sustainable Development Goals focus initially centred on Goal 5: Gender Equality (treating people fairly), Goal 9: Industry, Innovation and Infrastructure (building smart and strong communities), and Goal 10: Reduced Inequalities (ensuring everyone feels included).
Through reflection, Goal 16: Peace, Justice and Strong Institutions emerged as our central wicked problem — creating peaceful and fair communities. Holding a conscious awareness of the Goals while planning the program structure meant they were naturally embedded across the terms rather than treated as add-ons. Including them from the outset proved invaluable, as it shifted thinking beyond the classroom to broader social impact, helping students understand how individual actions can contribute to meaningful, collective change.
WHAT WAS THE IMPACT?
Focusing on our goals fostered a more inclusive and safe learning environment. Students who had previously found collaboration challenging came to understand that working together is a core part of Creative Schools and began engaging with it more confidently and willingly. School leadership also benefited, particularly through increased engagement with the Year 1 cohort, which helped break down traditional barriers. With the UN Sustainable Development Goals guiding the work, students grew in confidence both in the classroom and among their peers, strengthening relationships and contributing to a greater sense of community across the school.
“The Creative Schools approach has great scope for extension with high-achieving students. It encourages thinking outside the box and gives students permission to contribute their own ideas. It’s supporting the development of strong learning dispositions and helping us foster well-rounded, learners." (Michelle Nash - Principal)
"Creative Schools is fantastic—it’s also a bit daunting at times! You’re never quite sure what’s going to happen next. And of course, there’s never enough time to do all the things we want to do in the session. But the kids are loving it. It’s something a bit different, and the reflection has been really valuable for thinking about the learning. It’s giving me different ideas. What’s been really interesting is seeing different students come to the fore—not just my usual leaders. Because the activities are low stakes, students are more willing to take risks. Working with Elly as a Creative Practitioner has been great—smooth sailing, good collaboration, and helpful feedback. Having time to reflect at the end of each session has been really useful to allow us to reflect on the session and plan for the next session. The kids have struggled sometimes, but it’s a good kind of struggle. We’re covering different areas of the curriculum too. I’ve got some neurodiverse learners and this program allows them to stay engaged in ways that work for them. They can participate with the group or step away and work individually. Because the workshops create a safe space for them to work in a different way. One student, who has dyslexia, is really flourishing in this project. This student is usually quiet and doesn't always feel confident in learning areas—but in Creative Schools, he comes alive. He’s taking ownership during the sessions. It was great to watch how each student could access the work in their own way—whether floating in and out or engaging fully in a group. Creative Schools is evolving in a great way. It’s bringing something different out in the students." (Lynleigh Glass - Teacher)
“Creative Schools we really have to think hard. Like when we used blunt scissors on the mascot—that was tricky! It’s like it’s squeezing my brain. I have to find new ways to solve problems.” (Student)
“I came to Australia from Chile. We never had Creative Schools in Chile. I think you should take it there. I’d send them a message saying: “They’re here to teach you to be creative.” (Student)
“I really like doing Creative Schools—it’s so much fun and really different from what we usually do in class. On Tuesdays, I watch the clock waiting for it to start. In normal lessons, we usually do worksheets, but in Creative Schools, we get to do more exciting work. I really, really like it.” (Student)
.png)