creative writing club ideas ks3

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Creative writing – How to nurture your young authors

Get pupils into the scribbling spirit with these ideas for the classroom and after-school clubs…

Get children excited about creative writing and use it to get to know your students better with this advice from teachers and education experts…

Use creative writing to get to know your pupils

How to run your own creative writing club, creative writing year 6 project.

Want to learn more about your class? Just let them write, says teacher Simon Hunt…

It’s remarkable what you can discover as a teacher when children have the freedom to express themselves in their writing.

At the beginning of term, I use creative writing to understand where a child is academically and to help me get to know all the children in my class.

Why not just give them a test, you ask? Well, you can learn a surprising amount about a child from a piece of their creative writing.

Interests and passions

The choice of topics and themes in their writing can unveil children’s interests and passions, which is an incredibly valuable thing to know. Whether it’s street dance, football or dogs, you can use this knowledge to help spark their interest in maths, science, or any other subject by tailoring examples to suit them.

Emotional expression

Creative writing also provides an avenue for children to express their emotions and thoughts, which will allow you to understand more about their feelings and concerns. It can unveil a child’s depth of insight and emotional intelligence that they may be hesitant to express verbally. This will really help you choose the right support for them through the school year.

Confidence and oracy

Reading aloud is an important part of writing stories, as it gives children the opportunity to practise their oracy skills: pitch, tone, and intonation. And, vitally, hearing them read out loud will allow you to baseline their reading fluency. Presenting their writing to an audience can be very intimidating though, so should be handled sensitively.

Some children naturally have quieter voices and may avoid volunteering to read aloud, as they are aware that not everyone can hear them. In class, we have a pass-around microphone that children use when reading.

The microphone is connected to a speaker, meaning that everyone can hear them. The simple act of holding the microphone can significantly impact a child’s focus when reading aloud – often serving as a sort of comfort blanket, boosting their confidence.

Ultimately, the important thing to note is that stories are meant to be read and heard, and anything we can do to encourage that nurtures children’s literary and communication skills.

Imagination and creativity

Creative writing reveals a child’s imaginative abilities, giving insights into their capacity for original thinking and storytelling. It can be surprising to see the children that excel at this and can help to highlight an aspect of a child’s personality that might otherwise not have come to light until later in the term.

How to make it work

If we want children to be excited about creative writing, we have to be too, so think about how you introduce the lesson.

I often begin by telling my new class about how I felt about writing as a child. I loved reading books, but I struggled at school with spelling and grammar (in fact I still do).

Sharing how creative writing helped me overcome my fear of writing allows me to explain how I realised that what was important was the imagination and creativity I could bring to my story.

As a published children’s author, I show them the books I’ve written and connect them back to what I learnt at school. I hope this helps them to overcome their worries about spelling and grammar – I’ve found post pandemic that more children feel anxious about ‘getting things wrong’.

Of course SPAG is still incredibly important but in creative writing I really want them to tell me a good story.

There are so many ways to understand the children in your class and what makes them tick and, as teachers, we’re attuned to gathering this information from day one. However, I think creative writing is one of the best because it gives us the basics but also tells us so much more about the child.

Simon Hunt is a Year 3 & 4 teacher at an inclusive school in Greater Manchester and education consultant for 500 Words 2023, the UK’s most successful children’s story writing competition hosted on BBC Teach. He also advises on 500 Words Live Lesson, which you can watch online .

Would you rather fly, or be invisible? Explore endless impossibilities and get pupils into the scribbling spirit with these ideas…

If you could wish for one thing, knowing that it would definitely come true, what would it be? A million pounds? To fly? Talk to animals? Live in a tree house? Travel the world at the click of a finger?

I’ve asked this question hundreds of times to thousands of pupils, and their answers are always imaginative, normally well thought-out, and quite often, impossible .

I then follow it up with the question, “What if you could experience that thing right here, right now?” Cue eyes widening, ears pricking and backs straightening. “All you need is… a pencil.”

Creative writing club

Before becoming an author, I ran creative writing clubs in 30 schools a week for almost a decade. I hired over 100 tutors, won some awards, teamed up with publishers to arrange author events, and even had requests from teachers in Europe, Dubai and Australia asking to launch a club in their schools.

There were long waiting lists in almost every setting, and teachers, parents and librarians would ask on a weekly basis, “How have you turned that reluctant reader/writer into someone that actually wants to do more writing after school?”

Just another writer

The secret? First and foremost, I planned workshops that were FUN. I knew if I enjoyed running them, pupils would enjoy taking part.

I was just another writer in the room who talked about the books I was reading, collaborated on ideas, and asked for feedback on stories in the same way they asked me.

At this point I wasn’t a published author – just someone that loved to invent characters and write about fantastical, magical worlds.

I wrote alongside the students, making mistakes, scribbling over anything I didn’t like, and asking for help whenever I got stuck.

Everyone knew this was just ‘rough’ work. There was no pressure. No marking. No tests. And we didn’t have to share our ideas if we didn’t want to.

Jumping-off points

I genuinely looked forward to every single workshop I ran, and I know the students felt the same when they came racing into the classroom and didn’t want to leave at the end (yes, even the ones who ‘hated’ writing to begin with!).

Of course, I couldn’t rely on pupils simply coming up with new ideas each week for enjoyment. I had to provide them with inspiration, jumping-off points, and exciting writing hooks, too.

For this, I turned to the experts – children’s authors. I chose five ‘Authors of the Term’ that I knew would enthuse and inspire the students, and designed workshops around their books.

This was always a fun part of the process – I looked for books that had wide appeal, simple concepts, and an excitable element that made my inner child say ‘ oooh!’. Here are a few examples . . .

Writing for pleasure

I used Abi Elphinstone’s Rumblestar to write fast-paced adventure stories. We plotted our adventures on maps, devised the main action in ‘cloud planners’, and focused on exciting ‘world-crossing moments’ to start our stories.

At Halloween, I chose books like Guy Bass’ Stitch Head and Joseph Coelho’s Zombierella , and ended each workshop with a spooky storytelling session where we turned off the lights, closed the blinds, and sat on the floor as if we were gathered around a campfire!

The most successful workshops were the simplest. I used L.D. Lapinski’s Strangeworlds series and copied what happened to the protagonist when she jumped inside a suitcase and travelled to another world.

Pupils planned their new setting, focused on the five senses, and described the first thing they noticed when they arrived.

Their stories were thrilling, fast-paced, hugely descriptive, and completely individual, because they had the freedom to take their ideas in any direction they chose.

I normally scheduled two sessions around each book – the first session involved planning and starting stories (or poems / diary entries / letters, etc), and the second session involved extending, improving, or continuing them.

I also added one ‘paint a picture’ session (using images for inspiration) and ‘free writing’ at the end of each term to give pupils a chance to finish their favourite piece of work.

Remember, if you want to boost writing for pleasure, pupils should know that they can write about anything. Nothing is off limits, impossible or ‘wrong’.

And if you’re not sure how to start your first session, why not ask your pupils that if there was one thing they could wish for, knowing that it would definitely come true… what would it be?

Creative writing activities

1) distraction.

Beware: pupils love this game so much, they might ask to play it every week! The idea is simple. Children write for 10 minutes, in silence, and if they speak / laugh / stop writing for an extended period of time, they get a ‘strike’.

If a table gets three strikes, they risk not being allowed to read their work out. The twist? It’s your job to distract them!

Shake tables and shout ‘EARTHQUAAAAKE!’, steal their pens, use rulers as drumsticks, play songs they’ll want to sing along to, bust out the YMCA and get caught by a bemused headteacher.

Between the giggling and dancing in their seats, pupils will write so much in these 10 minutes, and it’s a great way to get them writing without overthinking.

2) Where am I?

Give students a setting (e.g. a library / the moon / horse stables / a rocket ship) and challenge them to describe it without saying where it is.

They should focus on the five senses. They must give at least three clues before the class can guess where it is, and the person who guesses correctly gets the next go.

The winner is the person who gets the most correct answers or the person that comes up with your favourite description.

3) Five-minute challenge

Tell pupils that most adults can write two lines in one minute, and then challenge them to write 10 lines in five!

Give constant time reminders, walk around the room shouting out ideas or words of encouragement, and watch their competitiveness soar.

This is a great game to play if, like me, you spend most of the lesson talking about books and story ideas, and realise there’s not much writing time left!

4) One-word game

This game is a great way to warm up imaginations at the start of a workshop. Ask pupils to stand behind their chairs and give them an opening line such as, ‘I was walking through the haunted castle when . . .’.

Walk (actually, it’s more of a run) around the room, pointing at each pupil in turn, and asking them to add one word to the story.

It must make sense and they have three seconds to answer. If they can’t think of a word, if it doesn’t make sense, or if they take too long, they are out and must sit down.

The winner is the last person standing. Note: when they get really good, try introducing a one-second hesitation rule – it’s hilarious!

5) What’s your problem?

Remind students that every story needs a problem to make it exciting.

Then ask them to stand behind their chairs and each give one problem like, ‘aliens invaded Earth’ or ‘I broke a fingernail’.

Problems can be big or small, but they must give an answer in three seconds, and they can’t repeat anything that’s already been said. The winner is the last person standing.

Mel Taylor-Bessent is the author of The Christmas Carrolls and the director of the award-winning educational website, Authorfy . See more of Mel’s work at meltaylorbessent.com . Browse more creative writing prompts .

Combine twisting tongues and paperback publishing to produce an exciting writing project that allows pupils to make their very own book …

Have you ever tried to get your class excited about a writing exercise, only for them to pipe up with “But what’s the point?”.

We’ve all been there, and it can be incredibly frustrating when you don’t have an answer lined up.

Well, with this project, the outcome is both evident and impressive!

As part of a workshop, we decided to show children the amazing process of publishing, while adding in some humour, and – of course – essential literacy skills…

We visited Helen and her Y6 class for a morning, and explained to the children that we would do some writing that would lead to the publication of their very own paperback book.

We’d act as their agents, editors and publisher; they would have full control over all other aspects of the process.

The class settled on tongue twisters as our subject, and began by inviting children to try out some old favourites.

After much twisting of tongues and accompanying laughter, we showed the children probably the best-known English example: the one featuring Peter Piper. Most knew the first line but didn’t know there were three more:

Peter Piper picked a peck of pickled pepper.

A peck of pickled peppers Peter Piper picked.

If Peter Piper picked a peck of pickled peppers,

Where’s the peck of pickled peppers Peter Piper picked?

We challenged the class to compose 26 brand-new twisters, each following the alliteration pattern of that original but finding their own vocabulary.

Dictionary skills

Helen organised the class into pairs or threes, and each group was given two letters of the alphabet to work on, ensuring no group got two of the trickier letters.

Armed with dictionaries, the children got to work, and by breaktime had produced some impressively inventive twisters.

Here’s an example, cleverly coping with one particularly difficult letter:

Xavier Xmas x-rayed an extra-terrestrial xylophone.

An extra-terrestrial xylophone Xavier Xmas x-rayed.

If Xavier Xmas x-rayed an extra-terrestrial xylophone,

Where’s the extra-terrestrial xylophone Xavier Xmas x-rayed?

Although writing was the focus of the project, there were clear opportunities throughout for lots of worthwhile speaking and listening, too.

The pupils engaged in planning their tongue-twisters, and shared drafts in small groups.

Next, the groups came together to swap ideas and ask for opinions, and, finally, children read aloud their contributions and again asked for feedback.

Reading comprehension KS2

As the children worked, they giggled a lot, but the seriousness and concentration they brought to the task was impressive throughout.

The talk was easily focused, because, in National Curriculum terms, pupils were ‘discussing writing similar to that which they [were] planning to write’.

There was also a clear need for writers to read the original text very carefully, which was built into their discussion and planning for their own verses.

This focus was nicely balanced by the eager and sustained use of dictionaries and the need for creativity in their word-hunting, showing their ‘enjoyment and understanding of language, especially vocabulary’.

Throughout, the process was always collaborative; writers understood they were working towards a shared, larger whole, and to tight deadlines, with a clear need for some ‘speedy writing’!

Once drafts were complete, all the children had to do some editing, and lots of proofreading.

Paperback publishing

After breaktime, we explained that once we were gone, they, the writers, would be in charge. All 26 twisters must be typed up and emailed to us by the end of the week. For the book, they must write a blurb and an introduction, and choose a title.

We explained how easy and low-cost it is to self-publish; the only cost came with the ordering of actual copies and so they must settle on a price per copy and crucially decide how many they would like to order (sneaking in a bit of economics!).

The children listened with real attention to all this and asked a good number of questions after, showing a remarkably mature commitment to the task.

Helen reported that the children very much liked the novel approach to writing.

They enjoyed their shared creativity and loved being entrepreneurs, relishing the involvement and control they had over the tasks, the decision-making, and the purpose.

For that short time, they had turned their classroom into a genuine publishing house and experienced purposeful writing for a real-world outcome – we won’t soon forget the looks on their faces when they saw their books for the first time.

David Horner was a writer-in-schools for over twenty years. Mike Jackson is a former primary school headteacher.

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Resources to support telling and writing stories in KS3

Added 06 Sep 2022 | Updated 08 Sep 22

Storytelling can take many forms, from fictional to journalistic to autobiographical. Here you will find a range of tips, ideas and resources to support with telling and writing stories across a variety of genres.

Establish context, purpose and audience

Three things determine the type of writing required for any curriculum task: context, purpose and audience. Ensure that students explore the following when composing stories:

Context : the subject and topic
Purpose : why am I writing? What makes this a compelling story for my audience?
Audience : who am I writing to or for?

Deconstruct model texts

When composing stories, it's crucial that students are exposed to high-quality models, through which they can analyse elements such as text structure. As part of our Improving writing in secondary subjects professional development course, we recommend that in any subject teachers use model texts to demonstrate text organisation and deconstruct language features with students.

Focus on vocabulary

Writing provides the perfect opportunity for students to enhance and expand their vocabulary - through both exploring vocabulary use in model texts and expanding their own vocabulary use within their own writing. Download our free vocabulary activities resource (from the available files section of this page) for a host of activity ideas to develop your students' vocabulary.

Provide a stimulus

When asking students to reflect on and tell their own personal stories, about real-life events, or issues that matter to them, it can help to provide them with a stimulus or prompt, for example, a memorable object or place. Explore our free Life Stories Top Ten resource for lots of ideas about how to engage students in personal storytelling - as well as their families.

Make it fun!

Develop your students' confidence ahead of story writing by playing creative warm-up games and offer students a safe pace to explore their ideas. Visit our free Everybody Writes resource for lots of writing games ideas.

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Subject: English

Age range: 11-14

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Some tasks/choices set for an imaginative writing club that were creating an anthology. KS3 or KS4 Can easily change the word count

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Creative writing: KS3 homework tasks

This fun set of five separate homework tasks can be used to build KS3 students' confidence with creative and narrative writing.

With a range of image-inspired creative writing tasks to complete over several weeks at home or as quick writing worksheets in lessons, you'll find carefully scaffolded 'flash' writing activities to build students' writing skills at a sentence level.

The writing activities include a focus on the GCSE assessment objectives A05 and A06, and encourage slow writing techniques to hone their craft as writers and SPaG skills. There's also a word bank to provide support and inspiration for students and to build their vocabulary.

The success criteria for the tasks is also shared with students, who should try to use rhetorical questions, different sentence types and a wide and creative vocabulary.

There's a particular focus on using literary devices, such as personification, similes and metaphors and sensory diction, as well as considering the grammar of sentences to make their writing more varied. This includes using adverbs and present participle verbs to start sentences, and considering how to use more ambitious conjunctions to link compound sentences.

An example set of homework tasks or lesson activities from this downloadable resource:

Task 1: Write two sentences about this image using personification (describing an inanimate object using human qualities).

e.g. Her sword was alive with anger.

Task 2: Create two compound sentences about this image using a range of conjunctions.

e.g. Daylight started to fade and a dark, restless night drew in.

Task 3: Describe the image using a sentence that starts with an adverb.

e.g. Angrily, she raised her sword.

Task 4: Describe this image using your senses.

e.g. The sunlight touched her face, warming her.

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Creative Writing Club

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Graphic novel writing workshop (KS2-KS3)

A writing workshop and assembly with CWC founder Robin Price is a great way to get your students writing their own mini graphic novels. During the event students use Creative Writing Club to write their stories in pairs and design central characters for their comics.

Robin's 5 book series London Deep series is set in the future in a flooded world where rival police forces for kids and grown ups compete to keep the peace. The series contains amazing ‘manga’ artwork by Paul McGrory and Rebecca Davy.

Writing workshop

After a short reading with manga visuals from London Deep pupils will be ready to come up with their own concepts using CWC's science-fiction or flooded world writing frames and apps. Tips will be tailored to suit the age and level of the class but will include: good ideas and how to have them; instant character names; how time flows in bubbles and panels; dialogue for dummies; instant editing. For KS3 we will also cover: characterisation; the importance of setting; the difference between Manga and European comics. Robin works via getting pupils to try out practical techniques. A typical workshop lasts for one hour and culminates with a sharing phase where students read out their work on the microphone.

Ages and levels

Robin runs creative writing workshops for primary and secondary pupils – up to about Y10. In the past he has led workshops for Shakespeare’s Birthplace Trust and the Young Archaeologists society and also visits international schools with Author’s Abroad. Please get in touch if you’d like to organise an event. Email [email protected] to discuss prices and availability.

Feedback from teachers:

“Robin’s “ Spartapuss ” assembly was a fantastic combination of Roman facts, story telling and knockabout comedy, that, whilst entertaining the whole school, also cunningly prepared the ground for their own story writing…”

“Robin’s sessions not only gave children a structure for planning a story, but really excited and inspired them so that they couldn’t wait to get writing!” Richard Smith, Deputy Head, Trafalgar School

Extension activities

This workshop is sure to generate some strong writing which we can upload to our epic Hall of Fame . We will leave you with a fun extension task using page borders. Some teachers like to add an editing phase before sending it. Submitting the stories is not time consuming – just take a photo on your phone and email them.

How to book this workshop

To inquire about this workshop call Yvonne Lang on 01535 656015 ext 9850 or

Description

The idea of a flooded world has gripped writers like John Wyndham, J.G. Ballard more recently Marcus Sedgwick with his Floodland book. The idea of a great flood sweeping away society is as old as Noah’s Ark but each writer puts a new twist on in. London Deep is set in the future in a flooded London.

50 writing themes Graphic novels is one of 50 writing topics from Creative Writing Club and you can. Popular history topics for KS2 and KS3 include: the stone age, the Greeks, the Vikings, the Anglo Saxons, the Romans, Boudicca, the Normans, the Egyptians, the Mayans, the Aztecs, the Tudors, Mary Seacole, the Great Fire of London, the Victorians, WW1, WW2 and WW3. We also run workshops on Shakespeare. Other topics are available by request. Combine this workshop with an assembly – or run more than one workshop over the day. If you are a multi form entry school – more than one workshop can be run consecutively and you can mix and match different topics in one day. Just get in touch and let us know how many students you want to take part.

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Romans writing workshop (KS2-KS3)

Time Machine Week

Shakespeare writing workshops (for Y2 to Y9)

Vikings writing workshop (KS1-KS2-KS3)

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Claudia Looi

Touring the Top 10 Moscow Metro Stations

By Claudia Looi 2 Comments

Komsomolskaya metro station looks like a museum. It has vaulted ceilings and baroque decor.

Hidden underground, in the heart of Moscow, are historical and architectural treasures of Russia. These are Soviet-era creations – the metro stations of Moscow.

Our guide Maria introduced these elaborate metro stations as “the palaces for the people.” Built between 1937 and 1955, each station holds its own history and stories. Stalin had the idea of building beautiful underground spaces that the masses could enjoy. They would look like museums, art centers, concert halls, palaces and churches. Each would have a different theme. None would be alike.

The two-hour private tour was with a former Intourist tour guide named Maria. Maria lived in Moscow all her life and through the communist era of 60s to 90s. She has been a tour guide for more than 30 years. Being in her 60s, she moved rather quickly for her age. We traveled and crammed with Maria and other Muscovites on the metro to visit 10 different metro stations.

Arrow showing the direction of metro line 1 and 2

Moscow subways are very clean

To Maria, every street, metro and building told a story. I couldn’t keep up with her stories. I don’t remember most of what she said because I was just thrilled being in Moscow. Added to that, she spilled out so many Russian words and names, which to one who can’t read Cyrillic, sounded so foreign and could be easily forgotten.

The metro tour was the first part of our all day tour of Moscow with Maria. Here are the stations we visited:

1. Komsomolskaya Metro Station is the most beautiful of them all. Painted yellow and decorated with chandeliers, gold leaves and semi precious stones, the station looks like a stately museum. And possibly decorated like a palace. I saw Komsomolskaya first, before the rest of the stations upon arrival in Moscow by train from St. Petersburg.

2. Revolution Square Metro Station (Ploshchad Revolyutsii) has marble arches and 72 bronze sculptures designed by Alexey Dushkin. The marble arches are flanked by the bronze sculptures. If you look closely you will see passersby touching the bronze dog's nose. Legend has it that good luck comes to those who touch the dog's nose.

Touch the dog's nose for good luck. At the Revolution Square station

Revolution Square Metro Station

3. Arbatskaya Metro Station served as a shelter during the Soviet-era. It is one of the largest and the deepest metro stations in Moscow.

Arbatskaya Metro Station

4. Biblioteka Imeni Lenina Metro Station was built in 1935 and named after the Russian State Library. It is located near the library and has a big mosaic portrait of Lenin and yellow ceramic tiles on the track walls.

Lenin's portrait at the Biblioteka Imeni Lenina Metro Station

5. Kievskaya Metro Station was one of the first to be completed in Moscow. Named after the capital city of Ukraine by Kiev-born, Nikita Khruschev, Stalin's successor.

Kievskaya Metro Station

6. Novoslobodskaya Metro Station was built in 1952. It has 32 stained glass murals with brass borders.

Novoslobodskaya metro station

7. Kurskaya Metro Station was one of the first few to be built in Moscow in 1938. It has ceiling panels and artwork showing Soviet leadership, Soviet lifestyle and political power. It has a dome with patriotic slogans decorated with red stars representing the Soviet's World War II Hall of Fame. Kurskaya Metro Station is a must-visit station in Moscow.

Ceiling panel and artworks at Kurskaya Metro Station

8. Mayakovskaya Metro Station built in 1938. It was named after Russian poet Vladmir Mayakovsky. This is one of the most beautiful metro stations in the world with 34 mosaics painted by Alexander Deyneka.

Mayakovskaya station

One of the over 30 ceiling mosaics in Mayakovskaya metro station

9. Belorusskaya Metro Station is named after the people of Belarus. In the picture below, there are statues of 3 members of the Partisan Resistance in Belarus during World War II. The statues were sculpted by Sergei Orlov, S. Rabinovich and I. Slonim.

10. Teatralnaya Metro Station (Theatre Metro Station) is located near the Bolshoi Theatre.

Teatralnaya Metro Station decorated with porcelain figures .

Taking the metro's escalator at the end of the tour with Maria the tour guide.

Have you visited the Moscow Metro? Leave your comment below.

January 15, 2017 at 8:17 am

An excellent read! Thanks for much for sharing the Russian metro system with us. We're heading to Moscow in April and exploring the metro stations were on our list and after reading your post, I'm even more excited to go visit them. Thanks again 🙂