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Libby Gleeson, author of books such as Amy and Louis, Mahtab’s Story and The Great Bear, delivered the address at Reading Australia’s Third Birthday Party, published below. Catch Libby this July in Hobart at the AATE/ALEA Conference. As introduced, I am a writer. A writer largely of picture books and longer fiction for young people […]
Keep ReadingThese exercises are designed to illustrate a progression in learning, supporting the development of a student’s capacity to respond to both analytical and creative outcomes. A three-step trajectory is implied within the exercises relevant to creative writing – firstly, the generation of creative response; secondly, the development of skills; and finally, the integration of skills […]
Keep Reading1. IDENTIFY your point of response. 2. CLARIFY your response. 3. HOW will you respond? 4. WHICH techniques and conventions might you use? Is there A CHOICE OF TEXTS to respond to? If yes – pick one. What is it? image photograph artwork passage of writing a quote a statement a personal memory or reflection […]
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Below is an example of how to edit a creative writing assessment. Great for teachers, great for sharing with students to demonstrate the editing process. Download the printable PDF version here. This article was reproduced with permission from Westerly. To learn more about Westerly visit our partners’ page.
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By Dr. Catherine Noske, Editor, Westerly Magazine Essentials: Creative Progression Encouraging an instinctive creative response – A generative engagement with material, an understanding of the importance of creative effect. Developing creative skills – Confidence in language technique and the ability to craft language in ways distinct from other disciplines. Building practice, the capacity for flexibility […]
Keep ReadingBy Susan Hill Oral language and written language are different linguistic modes and both are important in their own right. This article briefly describes oral language from linguistic, social interactionist and cognitive development viewpoints as each view highlights different aspects of oral language. An example of a play based developed oral language program is provided […]
Keep ReadingBy Robyn English The ultimate aim of all teaching of literature should be to instil in children a love of stories and reading. Sadly, many students will claim that this love has been destroyed by the insistence of teachers that they ‘study’ the book. This activity is a strategy that can be used to generate and […]
Keep ReadingBy Robyn Ewing (University of Sydney) and Marguerite Maher (Notre Dame University) Controversies about the most effective ways to help children’s literacy learning have raged throughout our careers as literacy educators. This is partly because of misconceptions of what ‘literacy’ means. The Australian Curriculum (Australian Curriculum, Assessment and Reporting Authority, 2014) defines literacy as encompassing: […]
Keep ReadingBy Sue Heyson Welcome to the Dolphins Class (Transition/Year 1) at Warruwi School in the Northern Territory. We are buzzing with excitement in our class because the students love to read. But firstly, here is a little bit about our school and community contexts. Our school is on a remote island located in Western Arnhem […]
Keep ReadingReading has great benefits for children, but with the rise of educational games, apps and YouTube, fewer kids are reading in their spare time. Education writer Marianne Stenger suggests how you can encourage children to read more. A recent survey from the National Literacy Trust found that secondary school students, and boys in particular, are […]
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