In this article, the author discusses a transfer project that involves the use of "monsters" to provide year 6 with a series of post-SATs activities which could then be built on in year 7. The project evolves from a science-based activity into a cross-curricular one. "Monsters" was used as a fun revision tool for year 6 pupils covering the area of life sciences. Two separate schemes of work were written by and provided for primary staff. A year 7 scheme of work for using monsters to ease pupils into secondary science was written to build on the year 6 work. It supported the teaching of "Environment and feeding relationships" (QCA Topic 7C) and was distributed to secondary schools. Year 6 school-based activities for pupils varied between schools but included the following: creative writing of monster stories and poems; designing and making a monster; naming and writing about their monster; demonstrating their knowledge of real living things (food, movement, senses, etc.) by relating these features to their own creation; creation of monster games; and researching monsters. Year 7 school-based activities involved taking the pupils' monsters and fitting them into an environment suited to their structure and adaptations. This involved staff starting to teach about the environment from the monster's perspective and then relating it to real organisms. In some cases, 3D environments were built to show how monsters lived. "Monsters" has proved to be extremely successful, especially in the primary sector, where the materials, resources and ideas have been used to provide pupils with the "fun, engaging and challenging" experience originally requested.