How to Design a Creative Writing Curriculum
And Master ChatGPT
The Preamble
I want to show you how to think about developing any curriculum and also quickly master ChatGPT.
I’ve chosen extended writing - but you can use this approach for anything you teach.
I’ve read a few blogs recently about extended writing. David Didau here. Alex Quigley here. Daisy Christodoulou here.
They all argue that there is too much extended writing in the curriculum. The Writing Revolution also agrees.
This goes against all my 32 years experience and (obviously I would say this) common sense).
I’m curious to see what ChatGPT would think about this, given that it is trained on the sum of the internet.
What’s in it for You?
You can make up your own mind about the place of extended writing in your curriculum.
I want to show you how to use ChatGPT to minimise your workload, and think more creatively.
You will learn:
How to write a brilliant prompt (the set of instructions) that delivers what you want.
How to use ChatGPT as an expert assistant.
How to start with the big picture and zoom in, in logical steps.
How to find resources you aren’t aware of.
How to think clearly about the ideas ChatGPT generates.
Prompt 1
I want to teach my students how to [become excellent writers of fiction and non fiction, which will include all aspects of creative writing].
You are a curriculum expert who understands how to progressively build knowledge and skills.
I want you to specify each aspect of knowledge and skill that students need to learn.
Then I want you to sequence the curriculum in the most efficient order so that students acquire those skills.
The students will begin this curriculum aged 11 and finish it aged 16. However, do not slow down the curriculum in order to span these years. Instead, plan the curriculum so that it will be efficient and provide enough practice for the students to excel as far as you believe they can.
Is there any further information you need from me before you produce this? (Use UK English spelling).
The parts in brackets are the words you would customise, according to what curriculum you want to structure.
Notice I want the outline of all of year 7 - year 11, as the curriculum needs to be sequential.
In bold I’ve given you a top tip - you can’t think like ChatGPT, so ask it. You can even ask it to write your prompts for you!
ChatGPT said:
Before I begin, it would be helpful to know the following:
Student Background: Do your students already have a foundational knowledge of grammar, basic writing techniques, or literary devices?
Curriculum Integration: Will this creative writing curriculum be part of their regular English lessons, or will it stand alone as a dedicated writing course?
Assessment Style: How do you intend to assess student progress—through creative portfolios, exams, regular assignments, or a combination?
Genres: Are there any particular genres or forms (e.g., poetry, short stories, journalism) that you want to prioritise, or should I aim for a broad spectrum?
Resources: Are you planning to incorporate any specific textbooks, authors, or other resources?
Prompt 2
Assume that their understanding of grammar and literary techniques is basic. All students will have been taught these, and there will be a full spread of success in these aspects in my student cohort.
It will be entirely taught through the English curriculum.
I will assess them in the ways you think are most accurate in deciding if they are improving as creative writers, and also in decided on a standard of proficiency.
Aim for a broad spectrum, but have in mind what genres will give students most pleasure, most skill and most employability - in that order.
I would like you to refer to resources which are readily available to a UK school system. If you recommend resources, pick the best examples you know, but also suggest a parallel text which is available for free.
Creative Writing Curriculum for Ages 11-16
1. Aspects of Knowledge and Skills
To build proficient writers, the curriculum focuses on the following key areas:
A. Foundational Skills
Grammar and Syntax: Advanced understanding of sentence structure, punctuation, and grammar nuances.
Vocabulary Building: Expanding lexicon through varied reading and targeted exercises.
Spelling and Punctuation: Mastery of UK English conventions.
B. Literary Techniques
Narrative Techniques: Point of view, dialogue, pacing, and suspense.
Descriptive Language: Use of metaphors, similes, imagery, and sensory details.
Figurative Language: Idioms, hyperbole, personification, and symbolism.
C. Structural Elements
Plot Development: Story arcs, conflict resolution, and plot twists.
Character Development: Creating believable, multi-dimensional characters.
Setting and World-Building: Establishing time, place, and atmosphere.
D. Genre Exploration
Fiction Genres: Fantasy, science fiction, mystery, realistic fiction, and horror.
Non-Fiction Genres: Biography, autobiography, journalism, persuasive writing, and informational texts.
Poetry and Drama: Basic forms and techniques.
A to D probably match every curriculum in the land. Ok, you are on the right track.
E. Research and Documentation (Non-Fiction)
Research Skills: Finding credible sources, note-taking, and synthesising information.
Citation and Referencing: Properly acknowledging sources.
This probably isn’t in most schemes of work. ChatGPT could be very wrong. But, it is interesting.
Before you decide, you want to see what sort of lessons ChatGPT will create for this knowledge - then you can weigh up whether this will improve your students’ learning.
F. Creative Process and Revision
Idea Generation: Brainstorming, mind mapping, and free writing.
Drafting and Editing: Structuring drafts, peer reviews, and self-editing techniques.
Publishing Basics: Understanding the steps to publish, both traditionally and digitally.
I publish on Amazon all the time - it is totally free. I haven’t persuaded a single teacher or head of English to collate an anthology of their students’ work and publish it, even if only as a resource for teaching writing.
ChatGPT is already there? Why? Because I told it to think like a curriculum expert, not an English teacher. In schools, we are locked into our own contexts. We have never seen this done, so we reason it must be either impossible or undesirable.
Use ChatGPT to help free up your thinking.
G. Digital Literacy
Writing Tools: Using word processors, grammar checkers, and collaborative platforms.
Digital Storytelling: Incorporating multimedia elements into writing.
2. Curriculum Sequence
The curriculum is structured over five stages, each corresponding to a school year from Year 7 (age 11) to Year 11 (age 16). Each stage builds upon the previous one, increasing in complexity and depth.
Year 7: Introduction to Creative Writing
Focus Areas:
Basic grammar and sentence structure refinement.
Introduction to different writing genres.
Simple narrative techniques and descriptive language.
Skills Developed:
Crafting short stories with clear beginnings, middles, and ends.
Developing basic characters and settings.
Activities:
Writing personal narratives and simple fictional stories.
Basic peer reviews and self-editing exercises.
Resources:
Textbook: Creative Writing for Year 7 by David Line.
Free Parallel Text: British Council – Writing Resources
What we think is basic and what ChatGPT thinks is basic might differ. But we can shift that when we get to planning what texts to use, and each lesson.
Year 8: Building Narrative Skills
Focus Areas:
Advanced descriptive techniques and figurative language.
Introduction to plot development and conflict.
Skills Developed:
Creating more complex story structures.
Enhancing character depth and motivations.
This is interesting. I’ve never seen this specified in a scheme of work, or a series of lessons.
Activities:
Writing short stories with clear conflict and resolution.
Incorporating dialogue effectively.
Resources:
Textbook: The Creative Writing Coursebook by Julia Bell and Paul Magrs.
Free Parallel Text: Project Gutenberg – Short Stories
Year 9: Exploring Genres and Perspectives
Focus Areas:
Exploration of various fiction and non-fiction genres.
Understanding different narrative perspectives (first person, third person).
Skills Developed:
Writing in multiple genres, including fantasy and non-fiction.
Experimenting with different points of view.
Activities:
Genre-specific writing assignments.
Comparative analysis of texts from different genres.
Resources:
Textbook: Exploring Creative Writing: Theories and Practice by Helen Berry.
Free Parallel Text: Open Library – Genre Collections
Year 10: Advanced Writing Techniques and Research (Non-Fiction)
Focus Areas:
In-depth character and world-building for fiction.
Research methodologies and documentation for non-fiction.
So many of the books we teach in KS3 really do rely on world building. Again, this is something that I never see taught explicitly in a sequence of lessons. This sounds cool.
Skills Developed:
Crafting intricate plots and believable worlds.
Conducting research and presenting information coherently.
There it is again - believable worlds. I’m excited to delve into ChatGPT’s lesson planning for this one, as I know it is going to give me lots of ideas I might never have considered.
Activities:
Writing extended narratives and research-based essays.
Peer editing and collaborative projects.
I’m very suspicious of peer editing, as I have seen it fail too often. But, I’m going to delve into ChatGPT’s thinking about how to build this habit, what sort of criteria to use, and how to model it.
I can reject everything and only lose 60 seconds of planning time. But I might discover something which will transform my teaching.
Resources:
Textbook: Advanced Creative Writing by Elizabeth Magie.
Free Parallel Text: BBC Bitesize – Writing Skills
Year 11: Mastery and Portfolio Development
Focus Areas:
Refinement of personal writing style and voice.
Compilation of a comprehensive writing portfolio.
Introduction to publishing and digital storytelling.
This is so obvious, and yet missing in every school I’ve visited.
The word masterpiece comes from apprenticeships. The master craftsmen and women would train you for 7 years (like a school). In order to show your proficiency in any particular skill, you would need to produce a final ‘piece’ for the ‘master’.
In other words, this is how skills were always assessed. Show me what you can do.
Can you think of a better way that a portfolio of writing?
And I love how this leads on to publishing - maybe a website, maybe Amazon!
Skills Developed:
Polishing and finalising pieces for publication or presentation.
Using digital tools for writing and sharing work.
Learning how ChatGPT sequences ‘polishing’ will teach me a lot. Again, I’m going to focus on the success criteria, and how students can be taught to use it to genuinely improve their writing.
And the digital tools? A whole world I might know nothing about, but ChatGPT might guide me through.
Activities:
Creating a portfolio of diverse writing samples.
Engaging in workshops and possibly entering writing competitions.
Resources:
Textbook: Mastering Creative Writing by Margaret Ryan.
Free Parallel Text: NaNoWriMo Young Writers Program
3. Assessment Methods
To accurately assess student progress and proficiency, a combination of the following assessment methods will be employed:
Creative Portfolios: Compilation of a variety of writing samples demonstrating growth and versatility.
Regular Assignments: Periodic writing tasks focused on specific skills or genres.
Peer Reviews: Structured feedback sessions to encourage collaborative learning and critical thinking.
Self-Assessment: Reflective exercises where students evaluate their own work and identify areas for improvement.
Examinations: Timed writing prompts to assess spontaneous writing abilities and application of learned techniques.
Projects: Larger-scale assignments such as short story collections, research essays, or digital storytelling projects.
Presentations: Opportunities to present and discuss their work, fostering confidence and public speaking skills.
Hmm. Much more comprehensive than the narrow assessments in your school I expect. Makes you think, doesn’t it?
4. Resources
Textbooks and Author Recommendations
Primary Textbooks:
Creative Writing for Year 7 by David Line
The Creative Writing Coursebook by Julia Bell and Paul Magrs
Exploring Creative Writing: Theories and Practice by Helen Berry
Advanced Creative Writing by Elizabeth Magie
Mastering Creative Writing by Margaret Ryan
Authors to Study:
Fiction: J.K. Rowling, Philip Pullman, Malorie Blackman
Non-Fiction: David Attenborough, Mary Berry, Stephen Fry
Free Parallel Texts
British Council – Writing Resources: British Council
Project Gutenberg – Short Stories: Gutenberg
Open Library – Genre Collections: Open Library
BBC Bitesize – Writing Skills: BBC Bitesize
NaNoWriMo Young Writers Program: NaNoWriMo YWP
Additional Resources
Writing Tools: Google Docs for collaborative writing, Grammarly for grammar checking, Canva for digital storytelling.
Workshops and Competitions: Encourage participation in local and national writing competitions to motivate and challenge students.
Libraries and Online Databases: Access to school libraries and online resources like BBC Archives for research and inspiration.
5. Implementation Tips
Differentiated Instruction: Cater to varying skill levels by providing tailored tasks and additional support where necessary.
Regular Feedback: Offer constructive and timely feedback to guide student improvement.
Encourage Reading: Promote extensive reading across genres to inspire writing and understanding of different styles.
Foster a Creative Environment: Create a classroom atmosphere that encourages experimentation, risk-taking, and the sharing of ideas.
Integrate Technology: Use digital tools to enhance writing, research, and presentation skills.
6. Expected Outcomes
By the end of the curriculum, students will:
Demonstrate advanced proficiency in both fiction and non-fiction writing.
Possess a diverse portfolio showcasing their skills across multiple genres.
Exhibit strong research, organisational, and critical thinking abilities.
Be prepared for further education or employment opportunities in writing, journalism, publishing, or related fields.
Have developed a personal writing style and confidence in their creative abilities.
Prompt 3
There are 39 weeks of study in my curriculum for the year.
Can you sequence the learning objectives of each lesson in the sequence you propose for this year 7 curriculum:
I’ll give you my thinking about this at the end, after you’ve read it.
Term 1: Foundations of Writing (Weeks 1-13)
Week 1: Introduction to Creative Writing
Objective: Understand what creative writing is and why it matters.
Activities: Class discussion on creativity and examples of fiction and non-fiction. Set a short personal writing task (e.g., "Describe your favourite place").
Week 2: Sentence Structure Basics
Objective: Review simple, compound, and complex sentences.
Activities: Practice constructing different sentence types. Students write a short paragraph focusing on sentence variety.
Week 3: Grammar and Punctuation Refresher
Objective: Use correct grammar and punctuation to create clarity in writing.
Activities: Grammar exercises. Task: Write a descriptive paragraph using correct punctuation and varied sentence structures.
Week 4: Introduction to Descriptive Language
Objective: Learn to use sensory details in descriptions.
Activities: Study examples of descriptive writing. Task: Describe a familiar place or object using all five senses.
Week 5: Introduction to Short Story Structure
Objective: Learn the basic structure of a short story (beginning, middle, end).
Activities: Read a short story and discuss its structure. Task: Plan and draft a simple story outline with three key moments. (1)
Week 6: Developing Characters
Objective: Create simple but engaging characters.
Activities: Character sketching exercises (e.g., answering questions about a character’s appearance, personality, and background). Task: Write a short paragraph introducing an original character.
Week 7: Setting and World-Building
Objective: Build realistic or imaginative settings for stories.
Activities: Study examples of setting descriptions. Task: Write a setting description for a story location.
Week 8: Peer Review and Feedback
Objective: Learn how to give and receive constructive feedback.
Activities: Introduce peer review process. Task: Exchange short writing samples with a partner and provide feedback on clarity, grammar, and descriptive language.
Week 9: Dialogue Basics
Objective: Write believable and clear dialogue.
Activities: Study dialogue in short stories. Task: Write a short conversation between two characters.
Week 10: Combining Dialogue and Description
Objective: Learn to blend dialogue and description effectively.
Activities: Revise and extend the dialogue task by adding setting details and character actions.
Week 11: Writing Personal Narratives
Objective: Apply descriptive language and narrative structure to personal experiences.
Activities: Read personal narratives (examples from free resources like British Council). Task: Write a personal narrative based on a real event. (2)
Week 12: Story Planning and Plotting
Objective: Plan a simple story with a clear conflict and resolution.
Activities: Story-mapping exercises. Task: Create a detailed plan for an original short story.
Week 13: Drafting the First Short Story
Objective: Begin drafting the planned short story.
Activities: Guided writing time. Focus on writing the beginning and middle of the story. (3)
Term 2: Narrative and Genre Exploration (Weeks 14-26)
Week 14: Developing Story Endings
Objective: Craft effective story conclusions.
Activities: Read and analyse story endings. Task: Write the conclusion to the story from Week 13.
Week 15: Editing and Revising Stories
Objective: Learn basic revision techniques for clarity and style.
Activities: Peer review stories and edit for grammar, clarity, and structure.
Week 16: Introduction to Genre (Fiction)
Objective: Understand different fiction genres (e.g., fantasy, mystery, realistic fiction).
Activities: Read short examples from different genres. Task: Choose a genre and start brainstorming ideas for a genre-specific story.
Week 17: Writing in the Fantasy Genre
Objective: Experiment with imaginative settings and characters.
Activities: Study fantasy elements. Task: Write a short fantasy story with a clear setting and magical elements. (4)
Week 18: Writing in the Mystery Genre
Objective: Understand the structure of mystery stories (e.g., clues, red herrings).
Activities: Read short mystery stories. Task: Write a short mystery involving a simple problem and resolution. (5)
Week 19: Peer Review and Genre Reflection
Objective: Reflect on writing different genres and receive peer feedback.
Activities: Swap stories and provide feedback on genre elements (e.g., setting in fantasy, suspense in mystery).
Week 20: Writing in Realistic Fiction
Objective: Write stories with believable characters and events.
Activities: Study examples of realistic fiction. Task: Write a story set in a school or home environment. (6)
Week 21: Introduction to Non-Fiction Genres
Objective: Learn about non-fiction forms (e.g., biography, autobiography, journalism).
Activities: Read and discuss examples. Task: Write a short autobiography of a real event in their lives.
Week 22: Writing Biographical Narratives
Objective: Write a short biography about someone they know.
Activities: Conduct interviews or research. Task: Write a short biographical account of a family member or historical figure.
Week 23: Introduction to Persuasive Writing
Objective: Learn basic persuasive writing techniques.
Activities: Study examples of persuasive writing (e.g., letters, speeches). Task: Write a persuasive letter about a topic they care about.
Week 24: Combining Fiction and Non-Fiction Skills
Objective: Use narrative techniques in non-fiction writing.
Activities: Rework the Week 22 biography, adding narrative techniques (e.g., dialogue, description).
Week 25: Writing in the First Person
Objective: Master the first-person narrative style.
Activities: Read first-person stories and discuss their impact. Task: Write a first-person short story. (7)
Week 26: Writing in the Third Person
Objective: Master the third-person narrative style.
Activities: Read third-person stories. Task: Rewrite the first-person story from Week 25 in third person.
Term 3: Refining Skills and Building Confidence (Weeks 27-39)
Week 27: Developing Narrative Voice
Objective: Experiment with different narrative voices (e.g., formal, informal, humorous).
Activities: Read examples with distinct narrative voices. Task: Write a short story using a strong narrative voice. (8)
Week 28: Writing Strong Beginnings
Objective: Learn to craft captivating openings.
Activities: Analyse the first lines of stories. Task: Rewrite the opening of a past story to make it more engaging.
Week 29: Writing Strong Endings
Objective: Learn to craft satisfying story conclusions.
Activities: Study memorable story endings. Task: Rewrite the ending of a past story to enhance its impact.
Week 30: Using Figurative Language
Objective: Use metaphors, similes, and other figurative language.
Activities: Practice using figurative language in short exercises. Task: Revise a descriptive paragraph using figurative language.
Week 31: Self-Editing Techniques
Objective: Learn to revise and edit writing independently.
Activities: Guided self-editing session. Task: Edit one of their stories with a focus on improving clarity and style.
Week 32: Final Story Planning
Objective: Plan a longer short story combining all learned skills.
Activities: Brainstorm ideas and create detailed story plans. Task: Draft an outline for the final writing project.
Week 33: Final Story Drafting (Part 1)
Objective: Begin drafting the final story.
Activities: Focused writing session with teacher support. Task: Write the beginning and middle of their final story. (9)
Week 34: Final Story Drafting (Part 2)
Objective: Continue drafting the final story.
Activities: Focused writing session. Task: Complete the draft of their final story.
Week 35: Peer Review and Revisions
Objective: Receive feedback and make revisions to the final story.
Activities: Structured peer review. Task: Revise the final story based on peer and teacher feedback.
Week 36: Final Story Polishing
Objective: Edit the final story for grammar, clarity, and style.
Activities: Final self-editing and polishing session. Task: Submit the final version of the story.
Week 37: Creative Writing Reflection
Objective: Reflect on the creative writing journey.
Activities: Class discussion on their writing progress. Task: Write a reflective piece about what they’ve learned and where they want to improve.
Week 38: Showcase and Sharing
Objective: Share stories with peers and celebrate accomplishments.
Activities: Class reading of final stories. Optional: Create a class anthology of student work.
*Week 39:
My Thoughts
Sequencing
At first I thought ChatGPT misunderstood. There was no way each of these weeks would take 3 or 3.5 lessons, the normal curriculum time for English.
So, I followed up (in a post you can read tomorrow) when we started planning and resourcing lessons.
No, this isn’t dumbing down. This is ChatGPT, acting as a curriculum expert, deciding that students will learn best if they don’t study creative writing in units, but rather do it in one lesson per week.
Now I am curious. This agrees with everything we know about spaced learning, and it will also make interleaving much easier. It just doesn’t look like school.
Extended Writing
You probably spotted that is what I was counting in italics. 1 in 4 lessons involves writing a full story.
If you compare that to your curriculum that seems insane.
But if you compare it to learning to drive, swim, play tennis, cook a meal, draw - real world learning - that is exactly how it works. You practise small sections of the whole, and then immediately put them into another go at the whole.
You get better at the things you have practised, and much better at crafting the whole.
Over time, this also reduces cognitive load (as you get better and better at thinking about the whole, while you focus on the new skill you are introducing into it).
In other words, it is the school curriculum which is insane, not the real world.
David, Daisy, Alex - the real world disagrees with you. So does ChatGPT, and obviously me.
But that is not the takeaway from this post. What else has ChatGPT made me think about?
The Editing Process
Students probably see editing as checking for errors. Years of different coloured pens have spattered their work with things they’ve got wrong. Codes for Sp and P or // or whatnot (always what not to do).
ChatGPT has a much different approach to editing, forcing students to think about crafting the whole story.
The gaps between writing and editing are also brilliant - they allow the student some distance from what they’ve written, so that changes are easier to spot.
I love the way that each story is viewed as a first draft, to which students might return weeks later, after they have mastered new skills. What better way for them to see the relevance of what they are learning, and to understand the progress they are making.
Other Writing Genres
I think there should be more persuasive writing. But, what if it is better placed in later years? What if getting better and better at story writing is more rewarding? (I personally think it is). So, I am curious about this.
There is no poetry writing. That, of course, might come in my poetry unit, so I can plan that with ChatGPT later.
In the next post, we’ll start planning year 7.
Really thought provoking post and brilliant guidance on using ChatGPT Dominic. What rot re too much extended writing in schools 🤦♀️.
If I was teaching in schools, I would definitely publish an anthology of students’ work on Amazon. I thought that was such a great idea when I first read it in “The Full English”.