Why 7+ creative writing matters
The 7+ isn’t about florid adjectives; it’s about clear thinking on paper. Children who can plan, write a tidy paragraph, and keep the reader oriented tend to do well — not just in English, but across the curriculum.
What examiners look for
Core signals of quality
- Purpose & focus: the piece matches the prompt and doesn’t wander.
- Structure: a beginning that sets the scene, a middle with an event, and a resolution.
- Sentence control: a mix of short and longer sentences, punctuated correctly.
- Vocabulary judgement: lively but sensible word choices; no thesaurus-overload.
- Presentation: legible handwriting, paragraphing, and basic spelling accuracy.
What matters less
- Ultra-long stories that never finish.
- Over-ambitious plots with time travel, five characters, and a dragon 🐉 before line four.
- Excessive description that stalls the action.
The “Big Five” building blocks
Idea Plan Sentences Vocabulary Finish- Idea: One main event (lost item, small problem, surprise visitor).
- Plan: 3 boxes: Start ⇢ Problem ⇢ Outcome.
- Sentences: Start with a short hook; vary lengths; punctuate.
- Vocabulary: Choose exact words, not fancy words.
- Finish: Resolve the problem; add one reflective line (“What I learnt…”).
A gentle 20-minute routine (3–5 times a week)
- 2 minutes — Picture talk: Notice 5 details. Name the place, time, mood.
- 3 minutes — Plan: Three boxes (Start, Problem, Outcome). One line in each.
- 10 minutes — Write: Paragraph of 8–10 lines. Aim for finish over flourish.
- 3 minutes — Polish: Finger-space read; circle one sentence to shorten; fix two spellings.
- 2 minutes — Title & reflect: Title it; add one “I learnt…” sentence.
If attention flags, use a timer and stop on success. Consistency compounds.
Planning frames that reduce overwhelm
Story frame (S–P–O)
- Start: Who + where + when.
- Problem: One obstacle (lost key, missed bus, odd noise).
- Outcome: How it’s solved + feeling.
Describe-then-do
- Two describing sentences (what can you see/hear/feel?).
- One action sentence (what changes?).
- One thought/feeling sentence.
Sentence variety without fuss
- Hook: Boom! The bin rattled.
- Because/when/if: When Mum called, I froze.
- -ing opener: Clutching the torch, I tiptoed downstairs.
- Show, don’t tell (one line): My hands were shaking like jelly on a bus.
- Short snap: I gulped.
Vocabulary, but with judgement
Swap nice for kind, big for vast, said for whispered. That’s usually enough. Over-decorating makes writing feel wobbly.
Quick swaps
- walked → strode / crept
- looked → glanced / stared
- big → enormous / huge
Accuracy first
If a word sounds clever but isn’t exact, don’t use it. Examiners reward control over flair.
Mini task + model paragraph
Prompt: You hear a noise downstairs at night. Write what happens next.
Plan (margin)
Start: late, hallway, torch · Problem: rattling bin · Outcome: cat + laugh + back to bed
Model (8–10 lines)
Boom! The kitchen bin rattled again. I slid out of bed and clutched my torch. The hallway smelled like Mum’s soap and the floorboards groaned softly. When the noise came once more, my heart hiccupped. I breathed in, counted to three, and pushed the door. A silver tail flicked behind the bin. “Milo?” I whispered. He burst out, wearing yesterday’s crisp packet like a shiny crown. I laughed — the sort of laugh that melts your worry — and carried him upstairs. Next time, I’ll close the bin properly.
Printable checklist (stick to the desk!)
- ❑ I used a 3-box plan (Start, Problem, Outcome).
- ❑ My first line hooks the reader.
- ❑ I used one when/because/if sentence and one short snap.
- ❑ I chose exact verbs (no “did/went” if a better verb exists).
- ❑ I finished the story and added a reflective line.
- ❑ Finger-space read: fixed two spellings and one comma/full stop.
Common pitfalls & quick fixes
- Wandering plot → Circle the plan in the margin; tick it as you finish each part.
- Over-description → Use Describe-then-do: two describing lines, then action.
- Run-on sentences → Read aloud and clap at full stops; split long lines in two.
- Rushed endings → Leave 90 seconds to finish and add “What I learnt…”
How I coach creative writing at 7+
I keep it warm, simple, and structured. Children learn to notice (details), name (plan), and nudge (edit). Confidence comes first; accuracy follows quickly when the frame is clear.
If you’d like a short diagnostic and a tailored routine for your child, I offer a focused 30-minute call with a follow-up plan.