Creative writing with Year 10

Image of a smart phone on the top of the student's writingCreative writing in school can often be formulaic…you teach this, the students learn this, and then they write a story.

Tamara decided to change the format. Building on an idea from Primary (Tamara is in the secondary sector), the story was to be short and sweet and based around the theme of conflict. The students made their own background. Over the school holidays the students had to design their own setting (in a virtual world or otherwise) in which their short story was based. The short story therefore had an additional element – a tangible setting that could be manipulated.

One student created a video game, another created a world in Minecraft, and printed it off on the school’s 3D printer. It meant that students could combine some of the things that smoke their tyres, with learning English.

Questions were used as a guide to help develop the setting, and then reflect on some of the decisions they made. Other questions were used to connect in the story.

Students had a short story, setting, video…and the next steps were how to pull everything together to display it. QR codes offered a simple solution to pull together the written word, the images, and the video of the student speaking about their process.

This is a unit of work that will be displayed and they can feel proud of.

About ictenhancedlearningandteaching

I am a director and consultant at Ethos Consultancy NZ ( I have a keen interest in all aspects of ICT Enhanced Learning and Teaching (ICTELT) where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approached to Academic Professional Development can create trust, rapport and encourage reflective practice. As such, ICTELT is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer. I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the VET sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment. I have been involved with designing and developing ICTELT approaches and programmes for ten years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.
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