primary 1 english creative writing

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Creative Writing in the Early Elementary Grades

A project that incorporates both standard and creative elements of storytelling can help young learners strengthen their literacy skills.

What can creative writing look, feel, and sound like in a first grade classroom? How can creative writing become a joyful and meaningful learning experience, and how can we educators facilitate the creative process and allow young writers to use their imagination when writing?

Graphic organizers, mind maps, and storyboards are certainly great tools for narrative building and planning, but they do not necessarily scaffold the creative process that story writing requires. In reality, they might even restrict students’ creativity while they “box” ideas in predetermined templates. This year, in my class, going play-based and hands-on has turned out to be a tremendous success.

Examining Elements of Creative Writing in First Grade 

For this particular unit, my first grade students were examining literature and storytelling. After they had enjoyed several read-alouds, explored story elements, and studied the story mountain (beginning, rising action, conflict, resolution, and ending) as a team, it was time for them to write their very own stories. 

They kicked off by creating their main character and decided on the character’s appearance, personality, likes, and dislikes. They also had the choice to play the main character role in the story. In both cases, while still brainstorming, it was time for action: They drew and decorated their characters with markers and pencils, cut them out, and used a Popsicle stick to make a puppet.

They became even more motivated to continue as they saw their characters come to life. My students spontaneously started interacting with each other and their puppets—creating stories and being imaginative—they went right into storytelling mode. This created the perfect opportunity for me to step back and observe my students’ initiative, creativity, and social and communication skills, not to mention their sense of accomplishment and joy. 

Adding Artful Components to the Story

After they had engaged with their characters and interacted with others, it was time for the young writers to further develop their stories and think of a scenario leading to the rising action and resolution. This was the point when loose parts played a crucial role in the storytelling process. Counters, pipe cleaners, bits of paper, pebbles, dice, and buttons became houses, trees, magic wands, you name it. These bits and bobs from around the classroom became a valuable, zero-cost resource. 

While students actively arranged and rearranged their chosen loose parts, they wondered about what would happen next in their stories. Unexpectedly, some students chose to collaborate and co-created stories by joining their imagination and characters in one story. In this step of the creative process, the use of loose parts was truly empowering: Before jotting anything down in their notebooks, my students physically, mentally, and verbally constructed their narratives and shared them with their partners. 

Turning Ideas Into Words

With the mental representation of their narratives ready, it was all a matter of scribing their ideas. For that, we followed our usual class routines and resources such as word banks, sentence starters, and buddy support. All my students were engaged and confident, and when struggling with ideas, they resorted to loose parts again. As my first grade is a multicultural classroom, some of my students needed language support . However, with all of them hooked on their stories, supporting those who needed help with vocabulary, sentence construction, and spelling was simplified. 

I conferred with students individually and in small groups to understand their thinking and offered feedback on paragraphing and some word choice. Instead of using notebooks for their first drafts, they chose to use mini-boards, which motivated them even more and supported them to make quick adjustments to their narratives. Finally, after receiving feedback, they moved on to writing their final drafts and designing their covers in order to turn their stories into books. Each student took their book home to share it with their family after reading it with the class.

Sharing Stories and Making Memorable Learning Experiences

What good is a book if it isn’t read and enjoyed? Buddy reading was the last step of the process but certainly not the least exciting. My students read aloud to each other, commenting on their favorite bits of the story and appreciating the illustrations. The whole project, from getting their characters ready to publishing and reading their books, took around five hours divided into five days. 

When reflecting on the writing process, my students said that what they appreciated the most was the making of their puppets and illustrating their stories, highlighting the importance of integrating arts and writing. When asked about what was challenging, they replied that it was creating all the parts of the story mountain. However, they all said that using loose parts was a helpful strategy that they would use again—which they spontaneously have done in subsequent writing engagements. Lastly, when asked how they felt, some of the words they used were “proud,” “good,” and “joyful!”

A recent UNESCO report on the importance of happiness in learning refers to neuroscience research that proves our affective and cognitive domains are interconnected and interdependent. Therefore, emotions do affect learning! Joy is not a trade-off for academic achievement. Creating positive learning experiences makes learning stick.

Very often, students fear and avoid writing as a consequence of previous negative writing experiences. Combining art and a play-based approach to creative writing in first grade can set students on a path to success by building on their confidence, creativity, imagination, and sense of accomplishment. I have witnessed that the integration of art and writing has helped my students discover how writing can be a joyful and memorable experience where they can all be amazing storytellers and writers.

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Creative writing techniques for kids: a step-by-step guide to writing a story

The way literacy is taught in primary schools has changed radically in the last couple of decades; when I was at school in the 80s we copied from blackboards, had whole hours of handwriting practice and sweated over spellings without any formal teaching of phonics whatsoever. While I think the more structured approach to literacy teaching we see in classrooms today makes learning more fun and accessible, my one worry is that there’s little time left for writing creatively.

When I was at school I adored writing stories – even stories with chapters and illustrations. I know my author brother did too – we found some of his old stories a few years back, and I felt so pleased he’d had the time to write these endless pages of action, adventure, characterisation and twisting plotlines.

As a primary teacher I ensured I would have a week each term when, during literacy sessions, we would focus solely on creating stories. I wasn’t deviating from the curriculum – far from it. During this week children would be consolidating their learning of phonics and  be ‘writing for purpose’, considering carefully the aspects of story and who their audience might be.

It may very well be that your children write stories at home regardless of whether they’re required to for school, because most children have a seemingly natural urge to want to do so from time to time. This is just a little guidance on how you can support them and encourage a more structured approach to their story writing.

Plot planning

Firstly, ask your child where the story is going to take place . It could be somewhere fictional or real, it could be a planet, a country, a town or a house – anywhere! 

Then, ask when the story is taking place – now? In the future? In the past? 

Finally ask what they think is going to happen . Remember that this doesn’t have to be accurate and they don’t have to stick to what they say; many of the best writers say that their plots develop organically as they write. If they do have a firm idea of where they want to go with the plot, though, they can create an outline by completing a story planner, which could look something like this:  

• And finally….

Download a FREE Creative Writing toolkit!

• KS1 & KS2 workbooks
• Bursting with fill-in prompt sheets and inspiring ideas
• Story structure tips, style guides and editing suggestions

Characterisation

Ask your child who is going to be in the story. How do they want their readers to feel about each character? Again, they may want to jot some ideas down. You could make a table for them to help them organise their thoughts, with these headings:  

• Name of character
• Relationship to other characters
• What he/she looks like

Story language

Ask your child to think of some fabulous words to use in their story writing . They might be long words or simple ones, or they might be great descriptive words or words that help create pace and tension. Encourage them to jot these down and refer to the list as they write their story.

Story starters

All writers know that you’ve got to capture the attention of your readers right from the start; you want to make them desperate to read on. Ask your child to think of some good story openers that’ll entice people to find out more. Here are a few examples:

First sentences that are mysterious… Molly had no sense of the day that lay ahead.

Story starters that use language tricks like alliteration… It was damp, dark and dreadfully dusty when Molly entered the house.

Story openers that create tension… Molly could hear her heart beating faster than ever before. Could this really be happening?

Stories that go straight into dialogue… “But I don’t want to go to school, Mummy,” groaned Molly.

Encourage your child to look at some of the books they like to read and see how they begin in order to offer inspiration.

Get writing!

Once they’ve got all of these ideas in place, they can start writing. They could do a draft in the first instance and then a neat, polished version later. They may wish to write in short chapters, use illustrations, or make their own book to write in – let them use their imagination and creativity when it comes to presentation, and make sure you show how much you value the end product by keeping it to read again with the other books in your house.

If your child finds writing a story a little daunting, start with something small from our list of 9 fun writing projects to do with your children .

We also recommend the free art and creative writing challenges on the Night Zookeeper website ; your child will be contributing to a co-created animated television show.

You could also try a great story-making app and get your child writing fiction on their tablet!

Plus, find out how to support storytelling skills for children in EYFS , KS1 , KS2 and KS3 to get them thinking about story elements, plot and character development.

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Sparking Creativity in KS1: Twelve Writing Activities for Primary Children in Year 1 and Year 2

• 19 Feb 2024

Opening the gates to creative writing for the young minds in Key Stage 1 (KS1), covering Years 1 and 2, presents a delightful challenge for teachers. The nurturing of creative writing skills not only amplifies language proficiency but also cultivates crucial cognitive and emotional abilities. In this pivotal stage of primary education, pupils refine their communication skills through imaginative expression, learning to effectively convey thoughts and emotions. Furthermore, creative writing lays the groundwork for an appreciation of literature, fostering a love for the written word and storytelling. It encourages pupils to think outside the box, promoting their thinking skills. As KS1 pupils craft stories and explore their creativity, they develop a sense of self-expression and individuality, bolstering confidence in their abilities to articulate ideas and navigate the world of language with assurance. Now, let’s delve into twelve fantastic primary writing activities and lesson ideas, carefully designed to captivate the curiosity and creativity of our young budding writers.

Story Stones Adventure Provide a collection of story stones, each adorned with different images or symbols. As KS1 learners pick a stone, encourage them to contribute to a collective story, integrating the chosen elements into a creative narrative. This collaborative storytelling activity hones individual creativity as well as fosters teamwork and communication skills.

Mystery Bags Descriptive Writing Place intriguing objects into opaque bags and have children reach in, feel the contents, and describe them without revealing the items. This sensory writing exercise stimulates descriptive language, encouraging primary school learners to use adjectives and sensory details to paint vivid pictures with their words.

Character Creation Dice Introduce dice with various character traits like occupation, personality, and hobbies. Pupils roll the dice to determine these aspects and then use the results to construct a unique character. They can then craft a short story featuring their newly created character, promoting imaginative storytelling.

Action Sequencing Tales Bring stories to life by incorporating movement and action into the storytelling process. Have pupils act out different elements of a story. As they physically move through the sequence of events, they gain a deeper understanding of the narrative structure. This kinesthetic approach not only enhances comprehension but also inspires dynamic and vivid writing. Encouraging Year 1 and Year 2 children to embody characters and actions fosters a multi-sensory connection to storytelling, making the writing process more immersive and memorable.

Interactive Alphabet Adventure Turn the alphabet into an engaging writing tool by assigning each learner a letter. Challenge them to craft a short story incorporating words that begin with their assigned letter. This primary activity reinforces letter recognition while simultaneously encouraging creative storytelling.

Paper Plate Story Starters Create paper plates with different story elements like setting, characters, problem, and solution. Pupils in Years 1 and 2 pick a plate and use the elements on it as a starting point for their imaginative writing. This hands-on approach sparks creativity and helps overcome writer’s block.

Magic Word Wands Elevate the writing experience by giving learners “magic word wands.” Assign special words that, when used in their writing, trigger a burst of creativity or a magical twist to their stories. This writing activity builds vocabulary and encourages pupils to think outside the box.

Miniature Book Making Facilitate a sense of authorship and creativity by having children create their own miniature books. They can write and illustrate their stories, turning them into tangible, personal creations. This hands-on writing activity instils pride in their work and a love for storytelling.

Nature-inspired Haikus Take the classroom outdoors and encourage pupils to observe and appreciate nature. Have them write haikus, a form of Japanese poetry consisting of three lines, capturing the essence of their surroundings. This lesson idea promotes poetic expression as well as connects children with the natural world.

Parallel Universe Dialogues Explore the concept of parallel universes by having learners write dialogues between their alternate selves. This imaginative exercise encourages self-expression and allows children to explore different facets of their personalities through creative writing.

Digital Storytelling with QR Codes Integrate technology into writing activities by having pupils create digital stories. They can write short narratives, record themselves reading the stories, and generate QR codes to share their creations with classmates and parents. This modern twist adds an exciting dimension to traditional storytelling.

Themed Collaborative Stories Foster collaboration within the class by dividing pupils into small groups and assigning each group a theme (e.g., space, jungle, underwater). Encourage each child to contribute a sentence, collectively building a story around the assigned theme. This collaborative writing activity promotes teamwork and creativity, emphasising the importance of working together to create a cohesive narrative.

Magical Vocabulary Cauldron Create a designated space where learners “brew” magical words. This can involve brainstorming sessions, word games, or thematic word exploration. When crafting stories, pupils draw words from the cauldron, incorporating them into their narratives. This whimsical approach expands their vocabulary and adds an element of excitement and fantasy to the writing process.

Mystery Box Punctuation Fill a box with various punctuation marks—periods, commas, exclamation points, etc. As learners pick a symbol, they must use it correctly in their sentences. This tactile approach reinforces punctuation rules and adds an element of surprise and discovery to the learning process.

Sensory Poetry Paths Set up different stations with various textures, scents, and sounds. As children move through these sensory paths, encourage them to jot down descriptive phrases and emotions evoked by each station. This sensory input becomes the foundation for crafting unique and evocative sensory poems, enriching their poetic expression with tangible sensory details. This learning activity hones their poetic skills as well as deepens their connection to the sensory world around them.

By incorporating these KS1 creative writing activities into Year 1 and Year 2 English lessons, teachers can help build a love for language, imagination, and collaboration. These primary activities not only make learning enjoyable but also provide a solid foundation for developing essential writing skills in children aged 5 to 7.

If you found this useful, you may like to read Now is the Time! Ten Classroom Activities and Ideas to Help Children Learn to Tell the Time .

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Therapy Dogs are a Great Educational Tool and Becoming Increasingly Popular in Primary Schools

Ten ‘Creative’ Maths Activities to Explore with Key Stage 2 Children

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• Apr 17, 2023

Primary 1 Composition: 5 Techniques for Writing an Engaging Introduction

Writing a captivating composition is no easy feat, especially for young learners. However, with the proper guidance and strategies, you can set the stage for your child to develop the skills they need to write a good introduction, whether for a short story or any English composition writing that grabs readers' attention.

This post aims to provide you with useful advice and techniques on how to write an engaging introduction for your Primary 1 student's composition writing assignment. By the end of this article, you'll have the tips and tricks you need to help your child write an introduction paragraph that will make their composition stand out and hook their readers. So, let's get started!

1. Start With a Question

For a Primary 1 student, starting with a question in a composition introduction can be a great way to grab the reader's attention and encourage them to keep reading the rest of the article. A thought-provoking question can make the reader curious about the topic of the composition, set the tone for the rest of the piece, and establish the central theme or topic.

In addition, by focusing on a specific question, the student can brainstorm ideas directly related to the topic and ensure that the composition stays on track.

For example, "Have you ever wondered what it would be like to visit a magical land?"

2. Use Descriptive Language

Using descriptive language in a Primary 1 English composition introduction can be a powerful tool for a Primary 1 student. By using vivid descriptions, the student can paint a picture in the reader's mind and draw them into the presented story or argument.

Descriptive language can help the reader to visualize the scene, characters, and events in the composition. This can create a sense of immersion and engagement, making the reader feel like they are a part of the story or argument.

For example, "The sun was setting behind the mountains, casting a warm golden glow over the peaceful valley."

3. Begin With a Surprising Statement

Primary 1 students may begin their story with a surprising statement to capture the reader's attention. It's a powerful tool that can create a solid emotional connection between the reader and the content. It can elicit emotions like shock, surprise, or curiosity, which can make the reader feel invested in the story or argument.

For example, "The day started like any other, but little did I know that I was about to embark on the adventure of a lifetime."

4. Start With a Personal Anecdote

Please encourage your child to share a personal story or experience related to their composition topic. This can create an emotional connection with the reader and make your child’s writing more relatable. In addition, by sharing a personal story or experience, the student can capture the reader's attention and keep them interested throughout the composition.

For example, "I'll never forget the day I first met my best friend. It was a hot summer afternoon, and I felt lonely and bored..."

5. Create Suspense

Primary 1 students should start their stories with a hint of suspense. By introducing a feeling of mystery or unresolved problems, they can create a sense of mystery and anticipation in the reader's mind. This can make readers guess and want to know what occurs next even more.

For example, "As I stepped into the old abandoned house, I couldn't shake the feeling that I was being watched. But, little did I know, I was about to uncover a dark secret...

Writing an engaging composition introduction can be challenging for young writers, but with the proper guidance and strategies, Primary 1 students can excel. Encourage your child to use these strategies and watch them become a confident and skilled writer!

At AGrader Learning Centre , we are committed to helping you support your child in building solid foundations with a unique step-by-step teaching approach. Our Primary Creative Writing Tuition Programme for Primary 1 to 6 is specially designed to help students achieve writing mastery. The curriculum is specially designed using a thematic approach, allowing students to be exposed to a variety of themes in writing .

Give your child the gift of confident communication and writing skills. Enrol them in our Primary Creative Writing lessons today.

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Activity: Story Mountain

Complete the story mountain to plan your sotry with a beginning, middle, and end.

Activity: Character profile

Come up with lots of interesting details about the lead character in your story.

Video: How to develop storytelling skills

Suzy Ditchburn offers practical tips for improving storytelling confidence.

5. Find story inspiration

You can find fun story ideas anywhere! Why not raid your kitchen cupboards or hunt through the attic to find lost treasures? Anything from an old hat to a telescope will do the trick. What could the object be used for? Who might be looking for it? What secrets could it hold? Suggest different genres such as mystery or science fiction and discuss how the item might be used in this kind of story.

Real-world facts can also be a great source of inspiration. For example, did you know a jumping flea can accelerate faster than a space rocket taking off into orbit? What crazy story can your child make out of this fact? Newspapers and news websites can be great for finding these sorts of ideas.

If your child prefers non-fiction, use the facts you find to create a fact sheet, a poster or a mini-book.

6. Get drawing

If your child isn’t sure where to start, it can sometimes be helpful to sketch out their ideas first. For instance, can they draw a picture of a dastardly villain or a brave hero? How about a scary woodland or an enchanted castle? Can they draw the shark or spider they want to write an information book about?

Your child might also find it useful to draw maps or diagrams. What are all the different areas of their fantasy landscape called? How is the baddie’s base organised? Or for non-fiction, where does their shark or spider live?

Some children might enjoy taking this idea a step further and drawing their own comics. This is great practice – it stretches your child’s creativity, gets them thinking about plot, character, and dialogue, and is a big confidence boost once they’ve finished and have an amazing story to look back on.

For more ideas on writing stories, look at our Creative Writing page or check out our Creative writing books .

What your child will learn at school

Click on the links below to find out about the writing skills children practise year by year.

Writing Composition in Year 1 (age 5–6)

In Year 1, your child will learn:

• to write simple sentences
• to say a sentence out loud before writing it down
• to put sentences into the right order to tell a short story
• to re-read what they have written to check that it makes sense
• to talk about their writing with their teacher or classmates
• to read their writing out loud to their teacher or the class.

Writing Composition in Year 2 (age 6–7)

In Year 2, your child will learn:

• to write about things that have happened to them
• to make up simple stories
• to write about real events
• to write simple poems
• to write non-fiction for different purposes
• to plan their writing by either talking about what they want to write or by writing down key words
• to read their own writing and make changes to it
• to read their writing out loud.

Writing Composition in Year 3 (age 7–8)

In Year 3, your child will learn:

• to talk about similar pieces of writing, and using these to help them plan their own
• to plan their writing by talking about it or writing down key words
• to use a rich vocabulary and a range of sentence structures to make their writing interesting
• to create settings, characters, and plots for stories
• to use simple organisational devices (for example, headings and sub-headings) when writing non-fiction
• to proof-reading their writing for spelling, grammar, and punctuation errors

Writing Composition in Year 4 (age 8–9)

In Year 4, your child will continue to practise the skills they learnt in Year 3. They will:

• talk about similar pieces of writing, and using these to help them plan their own
• plan their writing by talking about it or writing down key words
• use a rich vocabulary and a range of sentence structures to make their writing interesting
• create settings, characters, and plots for stories
• use simple organisational devices (for example, headings and sub-headings) when writing non-fiction
• proof-reading their writing for spelling, grammar, and punctuation errors
• read their writing out loud.

Writing Composition in Year 5 (age 9–10)

In Year 5, your child will learn to:

• decide who they are writing for and what this means for their writing
• plan their writing before they start
• choose the right style and structure to match the type of text they are writing
• choose the right vocabulary and grammar for their writing
• write a story with interesting vocabulary and dialogue
• write non-fiction with features such as headings, captions, bullet points, subheadings and diagrams
• use a consistent tense throughout their piece
• check their own writing and the writing of their classmates, making useful comments.

Writing Composition in Year 6 (age 10–11)

In Year 6, your child will learn to:

• write non-fiction with features such as headings, captions, bullet points, subheadings, diagrams

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Tes primary English resources has an unrivalled range of teaching ideas for creative writing activities. Breathe new life into your lesson plans for Years 1 to 6 with our resources and materials, including: - Creative writing worksheets and challenges - Writing activities - Storytelling projects And that's just the beginning! All Tes primary teaching resources are created by teachers, for teachers and have been successfully tried and tested in classrooms.

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Richard III Act 1 Scene 2

AQA English Language Paper 2 Littering Walking Talking Mock

The Way Back Home Lesson Pack - TWS Year 1 & Year 2 - mixed or single year groups

How to trap a murderous minotaur model of excellence and planning

Theseus in the Maze- unit of work in the TFW style KS2

Imaginative and Descriptive Writing English Language KS2/KS3

Complete & Comprehensive Guide on iGCSE 0500/0990 Paper 1 (Reading).

Bluey: Magic Xylophone - Early Years Reading & Writing Activity Pack

Runner-Robert Newton chapters 22-23 analysis

Runner-Robert Newton chapters 19-21 analysis

Reading Activity for "Driftwood Secrets". AI Created / Inspired by Why the Whales Came

Reading Activity for "Graham and the Great Garden Caper". AI Created / Inspired by Gangsta Granny

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Writing practice

Do you like writing in English? In this section you can practise writing different types of texts with an example to help you. Read, write, play games, print activities and post comments!

Level 1 writing

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Read, write, play games, print activities and post comments! For learners at level 2.

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Read, write, play games, print activities and post comments! For learners at level 3.

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Primary Creative Writing

Primary creative english writing class.

In our most popular and highly-effective Primary Creative Writing Classes, we employ a dual-pronged approach of skills-based and thematic-based lessons as we prepare children for the Composition Writing component in Primary School Leaving Examinations (PSLE).

Creative Writing Skills & New Vocabulary

Students are taught how to apply a consistent set of Creative Writing skills in their compositions. New vocabulary is introduced through different story topics each week.

Small Class Size Of 6-8 Students

Honing their writing skills in a small, conducive class size of 6-8 students will give students the space to fully develop their craft. Teachers are also able to give individual students close attention and guidance in their writing.

Students Progress

Students will be faced with more writing challenges as they progress to the next school level. They will thus be exposed to, and learn more complex skills like “foreshadowing” and “building suspense”.

As students progress up each level, we prepare them by introducing more skills progressively.

Composition Writing

Students complete a full composition in class every 1-2 weeks. Each student will receive detailed, written feedback at the end of each lesson. Our lessons are structured according to skills-based, guided writing, and independent writing classes.

Guided Writing Lessons

Together with our teachers, students will explore a comprehensive list of topics and themes found commonly in MOE School, Prelim, and PSLE are covered. They will also be exposed to model essays with captivating plots, whilst learning to apply them with relevant vocabulary across various topics.

Students are taught systematically how to craft a well-developed story.

• Explore a comprehensive list of topics and themes
• Exposure to model essays with captivating plots
• Learn relevant vocabulary across various topics
• Reinforcement of WE skills and plot elements throughout term
• Vocabulary exercises assigned after each guided practice to encourage retention
• Common MOE School, Prelim and PSLE topics covered

Independent Writing Lessons

Students will put what they have learnt to the test. They will come up with plot ideas for each topic independently with minimum help from their teachers or materials.

• Students to attempt to use 1, 2, or 3 pictures as a focal point in the story
• Students will have the chance to apply skills and vocabulary learnt independently to their writing.
• Parents are encouraged to bring school practices for teachers to evaluate their learning progress
• Mock Assessments are conducted for P1-P4 students in Term 2; P5 & P6 students in Term 2 and 3

Download Our Curriculum Showcase

At Write Edge, teachers spend a substantial amount of time to teach the children a set of Creative Writing Skills (such as Show-Not-Tell, 5 Senses, Speech + Speech tag + Action Tag, Varied Sentence Structures, Ways to say “Said”, Personification etc.) These skills are reinforced weekly to ensure that they are familiar with how to use and apply them in their work.

Through the teachers’ close guidance and clear, instructional materials, we help our students apply these skills to their writing weekly.

Students will write a composition every week and we cover as many themes/topics/story ideas as we can throughout the year. For more complex topics like ‘dilemma’ or ‘loyalty’, the compositions will be completed across two weeks. As the students progress up each level from Primary 1 to 6, more advanced skills, phrases and themes will be introduced to them.

We strictly run small classes of 6-8 students and this promotes higher interaction between the teachers and the students. Not many centres offer such a low student-teacher ratio.

Our small classes of 6-8 allow our teachers to give every individual close attention and guidance.

This is particularly helpful and important for writing classes. Teachers are able to do detailed marking and give meticulous feedback on your child’s progress.

Our learning materials are also specially curated by our curriculum specialists and senior teachers. They are improved frequently to ensure clarity and effectiveness.

We are also up to date with the latest MOE syllabus.

Our teachers are trained, dedicated and passionate! We do our best to ensure that every child learns at Write Edge regardless of ability.

Yes. Your child may attend a trial class before deciding if our programme is suitable for him/her.

Yes. All students are required to do a draft 2 of every composition written in class. Draft 2 is the corrected copy of their draft 1. This helps them to learn from their mistakes, revise their story plot, impressive phrases, sentence structures and other skills taught in class.

If the student is unable to finish what was tasked for that day, they will have paragraphs to complete at home. Over time, as they familiarise themselves with the skills, phrases and the writing duration, they should be able to finish what is tasked for the lesson.

As we run a small class of 6-8 students, the teacher is typically able to give enough attention to all students, including the students who might not be able to catch up as quickly as the rest.

Attending a creative writing class should help to improve your child’s overall English Language competency. Through the writing process, they are able to put practice their usage of grammar, spelling, punctuation and vocabulary.

Over time, as the students practise what is taught in class and learn to apply them in school, they should be able to see an improvement in their composition grades.

However, there are some instances where we recommend students to attend a regular English class instead of a Creative Writing class.

We strongly encourage that students attend all four terms as we teach different creative writing skills and cover different topics every term. Attending the classes for the whole year will provide the students with a well-rounded experience at Write Edge.

Progress differs from child to child. Some students see good improvement within 3 to 6 months of attending Write Edge, while others take longer. For children who have a weaker foundation in their sentence structures, grammar, spelling, punctuations, teachers will spend more time building their foundation before focusing on other more complex aspects of writing.

Ultimately, beyond attaining stellar grades, we believe that providing the platform for students to write, practise, make mistakes and revise their drafts weekly will benefit them in the long run. The important language and writing skills acquired will prepare them for their examinations and beyond.

– Lessons are conducted as usual during the MOE school holidays (March, June and September). Our term ends in November ie: no classes during December holiday.

– With the exception of Chinese New Year, New Year and Christmas, lessons will be conducted as usual for any other Public Holiday that falls on a Saturday or Sunday,

– Classes will not be scheduled on gazetted Public Holidays that falls on weekdays and fees will be prorated accordingly.

Replacement lessons are scheduled within the week at a maximum of twice a term and is subjected to availability.

Worksheets will be given if there are no suitable timings for replacement.

Strictly no prorate, credit or refund for lesson missed.

Most Primary 1s are suitable for Write Edge’s creative writing programme. Students are exposed to a wide range of interesting story plots, good language and writing skills.

As young writers, a lot of guidance is given throughout the lesson. It is common for some P1s to struggle with spelling, grammar, punctuation, sentence construction and coming up with logical plot ideas. With practice and guidance from our teachers in a small class, they should see gradual improvement in these areas.

However, there are instances where we recommend students to attend a regular English class before joining our creative writing class.

We will suggest for the student to try for about a term so we can more accurately assess if he/she is suitable for the class.

Have other questions in mind?

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Reading & Math for K-5

• Kindergarten
• Learning numbers
• Comparing numbers
• Place Value
• Roman numerals
• Subtraction
• Multiplication
• Order of operations
• Drills & practice
• Measurement
• Factoring & prime factors
• Proportions
• Shape & geometry
• Data & graphing
• Word problems
• Children's stories
• Leveled Stories
• Context clues
• Cause & effect
• Compare & contrast
• Fact vs. fiction
• Fact vs. opinion
• Main idea & details
• Story elements
• Conclusions & inferences
• Sounds & phonics
• Words & vocabulary
• Reading comprehension
• Early writing
• Numbers & counting
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• Social skills
• Other activities
• Dolch sight words
• Fry sight words
• Multiple meaning words
• Prefixes & suffixes
• Vocabulary cards
• Other parts of speech

Punctuation

Capitalization

• Narrative writing
• Opinion writing
• Informative writing
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• Cursive letters
• Cursive letter joins
• Cursive words
• Cursive sentences
• Cursive passages
• Grammar & Writing

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JUNIOR WRITING PROGRAMME (FOR K2 STUDENTS)

We prepare our Kindergarten 2 students for Primary 1 by inculcating in them the joy of writing. Our Junior WR!TE lessons are centered around interesting children’s stories that will help our students to acquire vocabulary, grammar and comprehension skills. With a good foundation, our Junior writers will learn to construct simple sentences and build their vocabulary bank.

PRIMARY 1 WRITING PROGRAMME

We set clear learning milestones for our Primary 1 students. First, we ensure that they master the mechanics of writing such as capitalisation and punctuation use, as well as identification and use of the correct parts of speech. Students will learn to construct simple sentences and build their vocabulary bank. By the end of the course, they will be able to write three-paragraph compositions with confidence.

PRIMARY 2 WRITING PROGRAMME

As our students advance in their writing skills, our focus turns to thematic vocabulary development and the ability to plan a story using open-ended questions (base on 5Ws and 1 H) to add detail and bring the tale to life. By the end of the year, students will be skilled at writing four-paragraph compositions.

PRIMARY 3 WRITING PROGRAMME

We build on our students’ story-writing capabilities in Primary 3. Students learn how to plan their stories independently and ,with a wide variety of themes covered, they will have in their arsenal a broad repertoire of story plots to pull from. By the end of the year, students will be skilled at writing four to five-paragraph compositions on any topic given.

HALL OF FAME

Janice glanced worriedly at her wrist watch. The time was already ten past seven. She had twenty minutes to make it to school on time. The sky was overcast. A slight drizzle rained down like a mist. It started raining cats and dogs as Janice reached the bus stop. She had ignored her mother’s advice to take an umbrella with her. She wondered how she was going to make itto school in the rain.

Jovan Ang, Primary 2

Rulang Primary School

It was an idyllic Saturday morning. Fluffy white clouds hung in the clear cerulean sky. Granny Lucy was tottering to the market. Her heart was filled with light-hearted cheer and her mouth curled into a smile. She was looking forward to preparing a feast for her grandchildren, who were coming for dinner that night.

Kew Ling Wei, Primary 3

Raffles Girls’ Primary School

TESTIMONIALS

I am amazed at the depth of vocabulary my child has amassed since attending W@W. She has become a much more confident writer and can now write a full story with ease. She loves coming to lessons

Mr Calvin Tang

Parent of our Primary 3 student

OUR CENTRES

320 Clementi Ave 4 #01-15/27 Singapore 120320 (See Map )

OPENING HOURS

Monday – Friday: 11.00am to 7.00pm Saturday – Sunday: 9.00am to 6.00pm

WR!TERS@WORK PROGRAMMES

• Primary 6 PURE COMPOSITION Writing Program
• Primary 5 PURE COMPOSITION Writing Program
• Primary 4 PURE COMPOSITION Writing Program
• Upper Secondary Comprehensive English Program
• Lower Secondary Comprehensive English Program
• Primary 6 Comprehensive English Program
• Primary 5 Comprehensive English Program
• Primary 4 Comprehensive English Program
• Primary 3 Comprehensive English Program
• Primary 2 Comprehensive English Program
• Primary 1 Comprehensive English Program
• K2-Junior Comprehensive English Program

Call us: 6774 2618 / 9684 3373 WhatsApp us: 8404 9281

[email protected]

Join the W@W community!

559 Bukit Timah Road #01-02B King’s Arcade Singapore 269695 (See Map )

Monday – Friday: 11.00am to 7.00pm Saturday – Sunday: 9.00am to 6.00pm

Call us: 6463 6718 / 8600 2778 WhatsApp us: 8404 9281

728 Ang Mo Kio Ave 6 #01-4220, Singapore 560728 (See Map )

Monday – Friday: 11.00am to 7.00pm Saturday – Sunday: 9.00am – 6.00pm

Call us: 6250 1906 / 8600 3815 WhatsApp us: 8404 9281

1 Marine Parade Central Parkway Centre #10-08 Singapore 449408 (See Map )

Monday – Tuesday and Thursday – Friday: 11.00am to 7.00pm Saturday – Sunday: 9.00am to 6.00pm Wednesday: CLOSED

Call us: 6243 3236 / 8600 3420 WhatsApp us: 8404 9281

300 Tampines Ave 5 #05-08 Tampines Junction Singapore 529653 (See Map )

Monday – Wednesday and Friday: 11.00am to 7.00pm Saturday – Sunday: 9.00am to 6.00pm Thursday : CLOSED

Call us: 6223 0125 / 8668 1924 WhatsApp us: 8404 9281

Ci Yuan Community Centre 51 Hougang Ave 9 #03-02 Singapore 538776 (See Map )

Monday – Friday : 11.00am to 7.00pm Saturday : 9.00am to 6.00pm Sunday : CLOSED

Call us: 6214 9359 / 8600 0498 WhatsApp us: 8404 9281

298 Tiong Bahru Road #06-02 Central Plaza Singapore 168730 (See Map )

Monday, Wednesday – Friday: 11.00am to 7.00pm Saturday: 9.00am to 6.00pm Tuesday and Sunday: Closed

Call us: 8600 5534 WhatsApp us: 8404 9281

Blk 284 Bishan St 22 #01-207 Singapore 570284 (See Map )

Monday – Friday: 11.00am to 7.00pm Saturday – Sunday: 9.00am to 6.00pm

Call us: 8600 0737 WhatsApp us: 8404 9281

12 Kallang Ave Aperia Mall, #03-02 Singapore 339511 (See Map )

Call us: 8600 9441 WhatsApp us: 8404 9281

+65 6774 2618 / 9684 3373

Monday - Wednesday: 11.00am to 7.00pm Thursday - Friday: 2.00pm to 9.00pm Saturday - Sunday: 9.00am to 6.00pm

559 Bukit Timah Road #01-02B King's Arcade Singapore 269695 (See Map )

+65 6463 2956 / 8600 2778

+65 62501906 / 8600 3815

+65 62433236 / 8600 3420

+65 86681924

Monday - Wednesday: 11.00am to 7.00pm Thursday - Friday: 2.00pm to 7.00pm Saturday - Sunday: 9.00am to 6.00pm

+65 62501906 / +65 8600 3815

Monday - Friday : 11.00am to 7.00pm Saturday : 9.00am to 6.00pm

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CreativEdge Learning

Primary 1 english writing, the programme.

The learning of writing skills should be a fun process for your child to cultivate a love for writing. Through structured lessons and interactive learning, your child will learn to write with interest and grow in confidence as a young writer.

Learning Outcomes

Content and writing skills.

• What makes the structure of a story
• How to plan a story using topics based on 4 pictures
• How to write a story with logical flow
• How to apply the writing skills to schoolwork
• How to identify the main character

Language Learning

• How to write a story with complete sentences
• How to use vocabulary words to write a descriptive story
• How to use sentence starters for a sentence to read better
• How to remember the vocabulary words

Lesson Fees

$248 for 4 lessons*

*Excludes miscellaneous fees

Programme Details

Yearly Schedule   January to May, July to November

Class Schedule   1 hour and 30 minutes for each lesson

One Term   10 lessons

One Year   4 terms

Enrol for our Primary 1 English writing class today

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SG Exam Free Test Papers

Singapore Top Primary Schools Exam papers

Primary 1 English Exam Test Papers

Year 2021 exam papers.

• 2021-P1-English-practice-Tao Nan.pdf
• 2021-P1-English-quiz1-Henry Park.pdf
• 2021-P1-English-quiz2-Henry Park.pdf
• 2021-P1-English-review-Tao Nan.pdf
• 2021-P1-English-revision-MGS.pdf
• 2021-P1-English-revision1-MGS.pdf
• 2021-P1-English-revision2-MGS.pdf

Year 2019 Exam Papers

• 2019-P1-English-test1-Rosyth.pdf
• 2019-P1-English-test1-Tao Nan.pdf
• 2019-P1-English-test2-Rosyth.pdf
• 2019-P1-English-test2-Tao Nan.pdf

Year 2018 Exam Papers

• 2018-P1-English-Test-Nan Hua.pdf
• 2018-P1-English-Test-Nanyang.pdf
• 2018-P1-English-Test1-ACS.pdf
• 2018-P1-English-Test1-Catholic High.pdf
• 2018-P1-English-Test1-Maha Bodhi.pdf
• 2018-P1-English-Test1-MGS.pdf
• 2018-P1-English-Test1-Pei Chun.pdf
• 2018-P1-English-Test1-Red Swastika.pdf
• 2018-P1-English-Test1-Rosyth.pdf
• 2018-P1-English-Test1-SCGS.pdf
• 2018-P1-English-Test1-St Nicholas.pdf
• 2018-P1-English-Test1-Tao Nan.pdf
• 2018-P1-English-Test2-ACS.pdf
• 2018-P1-English-Test2-Catholic High.pdf
• 2018-P1-English-Test2-Maha Bodhi.pdf
• 2018-P1-English-Test2-MGS.pdf
• 2018-P1-English-Test2-Pei Chun.pdf
• 2018-P1-English-Test2-Red Swastika.pdf
• 2018-P1-English-Test2-Rosyth.pdf
• 2018-P1-English-Test2-SCGS.pdf
• 2018-P1-English-Test2-St Nicholas.pdf
• 2018-P1-English-Test2-Tao Nan.pdf
• 2018-P1-English-Test3-Maha Bodhi.pdf
• 2018-P1-English-Test3-Maris.pdf
• 2018-P1-English-Test3-MGS.pdf
• 2018-P1-English-Test3-Red Swastika.pdf
• 2018-P1-English-Test3-Rosyth.pdf
• 2018-P1-English-Test3-St Nicholas.pdf
• 2018-P1-English-Test3-Tao Nan.pdf
• 2018-P1-English-Test4-Maris.pdf
• 2018-P1-English-Test4-Red Swastika.pdf
• 2018-P1-English-Test4-St Nicholas.pdf

Year 2017 Exam Papers

• 2017-P1-English-Test-Anglo Chinese.pdf
• 2017-P1-English-Test-Catholic High.pdf
• 2017-P1-English-Test-CHIJ Nicholas.pdf
• 2017-P1-English-Test-Henry Park.pdf
• 2017-P1-English-Test-Methodist Girls.pdf
• 2017-P1-English-Test-Nan Hua.pdf
• 2017-P1-English-Test-Nanyang.pdf
• 2017-P1-English-Test-Pei Hwa.pdf
• 2017-P1-English-Test-Raffles Girls.pdf
• 2017-P1-English-Test-Rosyth.pdf
• 2017-P1-English-Test-Tao Nan.pdf

Year 2016 Exam Papers

• 2016-P1-English-SA1 Term 2-Nan Hua.pdf
• 2016-P1-English-SA1-Ai Tong.pdf
• 2016-P1-English-SA1-Anglo Chinese.pdf
• 2016-P1-English-SA1-Catholic High.pdf
• 2016-P1-English-SA1-CHIJ.pdf
• 2016-P1-English-SA1-Henry Park.pdf
• 2016-P1-English-SA1-Methodist Girls.pdf
• 2016-P1-English-SA1-Nan Hua.pdf
• 2016-P1-English-SA1-Nanyang.pdf
• 2016-P1-English-SA1-Pei Hwa.pdf
• 2016-P1-English-SA1-Raffles Girls.pdf
• 2016-P1-English-SA1-Rosyth.pdf
• 2016-P1-English-SA1-SCGS.pdf
• 2016-P1-English-SA1-Tao Nan.pdf

Year 2015 Exam Papers

• 2015-P1-English-Revision A-Nanyang
• 2015-P1-English-Revision B-Nanyang
• 2015-P1-English-SA1-Nanyang
• 2015-P1-English-SA2-Nanyang
• 2015-P1-English-Test-Ai Tong
• 2015-P1-English-Test-Anglo Chinese Primary
• 2015-P1-English-Test-CHIJ St Nicholas
• 2015-P1-English-Test-Henry Park
• 2015-P1-English-Test-Maha Bodhi
• 2015-P1-English-Test-Maris Stella High
• 2015-P1-English-Test-Methodist Girls
• 2015-P1-English-Test-Nan Hua
• 2015-P1-English-Test-Pei Chun
• 2015-P1-English-Test-Pei Hwa
• 2015-P1-English-Test-Raffles Girls
• 2015-P1-English-Test-Red Swastika
• 2015-P1-English-Test-Rosyth
• 2015-P1-English-Test-Singapore Chinese Girls
• 2015-P1-English-Test-St Joseph

Year 2014 Exam Papers

• 2014-P1-English-CA1-Methodist Girls
• 2014-P1-English-CA1-Singapore Chinese Girls
• 2014-P1-English-CA1-Temasek
• 2014-P1-English-CA2-Holy Innocents
• 2014-P1-English-CA2-Methodist Girls
• 2014-P1-English-CA2-Pei Chun
• 2014-P1-English-CA2-Rosyth
• 2014-P1-English-CA2-St Andrews
• 2014-P1-English-CA2-Temasek
• 2014-P1-English-CA21-Methodist Girls
• 2014-P1-English-SA1 Revision2-Methodist Girls
• 2014-P1-English-SA1-Anglo Chinese
• 2014-P1-English-SA1-Holy Innocents
• 2014-P1-English-SA1-Methodist Girls
• 2014-P1-English-SA1-Pei Chun
• 2014-P1-English-SA1-Rosyth
• 2014-P1-English-SA1-Singapore Chinese Girls
• 2014-P1-English-SA1-St Andrews
• 2014-P1-English-SA1-Tanjong Katong
• 2014-P1-English-SA1-Tao Nan
• 2014-P1-English-SA1-Temasek
• 2014-P1-English-SA2-Anglo Chinese
• 2014-P1-English-SA2-Holy Innocents
• 2014-P1-English-SA2-Methodist Girls
• 2014-P1-English-SA2-Nanyang
• 2014-P1-English-SA2-Pei Chun
• 2014-P1-English-SA2-Rosyth
• 2014-P1-English-SA2-Singapore Chinese Girls
• 2014-P1-English-SA2-St Andrews
• 2014-P1-English-SA2-Tanjong Katong
• 2014-P1-English-SA2-Temasek

Year 2013 Exam Papers

• 2013-P1-English-CA1 Test1-Raffles Girls
• 2013-P1-English-CA1 Test2-Raffles Girls
• 2013-P1-English-CA1-Methodist Girls
• 2013-P1-English-CA1-Nan Hua
• 2013-P1-English-CA1-Red Swastika
• 2013-P1-English-CA1-Tao Nan
• 2013-P1-English-CA2-Methodist Girls
• 2013-P1-English-CA2-Nan Hua
• 2013-P1-English-CA2-Pei Hwa
• 2013-P1-English-CA2-Raffles Girls
• 2013-P1-English-CA2-Red Swastika
• 2013-P1-English-CA2-Rosyth
• 2013-P1-English-CA2-Tao Nan
• 2013-P1-English-CA2-Temasek
• 2013-P1-English-SA1-Maha Bodhi
• 2013-P1-English-SA1-Methodist Girls
• 2013-P1-English-SA1-Nan Hua
• 2013-P1-English-SA1-Pei Hwa
• 2013-P1-English-SA1-Raffles Girls
• 2013-P1-English-SA1-Red Swastika
• 2013-P1-English-SA1-Rosyth
• 2013-P1-English-SA1-Tao Nan
• 2013-P1-English-SA2 Revision2-Red Swastika
• 2013-P1-English-SA2-Anglo Chinese
• 2013-P1-English-SA2-Henry Park
• 2013-P1-English-SA2-Maha Bodhi
• 2013-P1-English-SA2-Nan Hua
• 2013-P1-English-SA2-Pei Hwa
• 2013-P1-English-SA2-Raffles Girls
• 2013-P1-English-SA2-Red Swastika
• 2013-P1-English-SA2-Tao Nan
• 2013-P1-English-SA2-Temasek

Year 2012 Exam Papers

• 2012-P1-English-CA1-Nan Hua
• 2012-P1-English-CA1-Pei Chun
• 2012-P1-English-CA1-Raffles Girls
• 2012-P1-English-CA1-Rosyth
• 2012-P1-English-CA1-Rulang
• 2012-P1-English-CA2-Henry Park
• 2012-P1-English-CA2-Nanyang
• 2012-P1-English-CA2-Pei Chun
• 2012-P1-English-CA2-Pei Hwa
• 2012-P1-English-CA2-Raffles Girls
• 2012-P1-English-CA2-Red Swastika
• 2012-P1-English-SA1-Nan Hua
• 2012-P1-English-SA1-Pei Chun
• 2012-P1-English-SA1-Pei Hwa
• 2012-P1-English-SA1-Rosyth
• 2012-P1-English-SA1-Rulang
• 2012-P1-English-SA1-SCGS
• 2012-P1-English-SA1-Tao Nan
• 2012-P1-English-SA2-Anglo Chinese
• 2012-P1-English-SA2-Henry Park
• 2012-P1-English-SA2-Methodist Girls
• 2012-P1-English-SA2-Nanyang
• 2012-P1-English-SA2-Pei Chun
• 2012-P1-English-SA2-Pei Hwa
• 2012-P1-English-SA2-Rulang
• 2012-P1-English-SA2-SCGS
• 2012-P1-English-SA2-Tao Nan

Year 2011 Exam Papers

• 2011-P1-English-CA1-Ai Tong
• 2011-P1-English-CA1-Pei Chun
• 2011-P1-English-CA1-Rulang
• 2011-P1-English-CA2 Test 2-Catholic High
• 2011-P1-English-CA2 Test 3-Catholic High
• 2011-P1-English-CA2-Pei Chun
• 2011-P1-English-CA2-Rosyth
• 2011-P1-English-SA1-Ai Tong
• 2011-P1-English-SA1-Henry Park
• 2011-P1-English-SA1-Pei Chun
• 2011-P1-English-SA1-Pei Hwa
• 2011-P1-English-SA1-Rulang
• 2011-P1-English-SA2 Amode3-Catholic High
• 2011-P1-English-SA2-Ai Tong
• 2011-P1-English-SA2-Catholic High
• 2011-P1-English-SA2-Henry Park
• 2011-P1-English-SA2-Kong Hwa
• 2011-P1-English-SA2-Maris Stella High
• 2011-P1-English-SA2-Nanyang
• 2011-P1-English-SA2-Pei Chun
• 2011-P1-English-SA2-Pei Hwa
• 2011-P1-English-SA2-Red Swastika
• 2011-P1-English-SA2-Rosyth
• 2011-P1-English-SA2-Rulang
• 2011-P1-English-SA2-Tao Nan

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