english creative writing year 7

Free Printable Creative Writing Worksheets for 7th Year

Creative Writing worksheets for Year 7 Reading & Writing teachers! Discover a vast collection of free printable resources to inspire your students and enhance their learning experience.

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Explore printable Creative Writing worksheets for 7th Year

Creative Writing worksheets for Year 7 are an essential tool for teachers who want to help their students develop their reading and writing skills. These worksheets focus on various aspects of writing, such as fiction writing, and are designed to engage and challenge students in a way that is both enjoyable and educational. By incorporating these worksheets into their lesson plans, teachers can provide their students with a solid foundation in reading and writing, which will serve them well as they progress through their academic careers. Furthermore, these worksheets can be easily adapted to suit the needs of individual students, ensuring that every learner has the opportunity to reach their full potential in the realm of writing.

Quizizz is an excellent resource for teachers looking to supplement their Creative Writing worksheets for Year 7 with engaging and interactive activities. This platform offers a wide range of quizzes and games that can help students improve their reading and writing skills, as well as their overall understanding of fiction writing. Teachers can choose from a vast library of pre-made quizzes or create their own to suit the specific needs of their students. By incorporating Quizizz into their lesson plans, teachers can provide a more dynamic and interactive learning experience for their students, which can ultimately lead to greater success in the development of their reading and writing abilities.

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English Teaching Resources

A site to share my resources for secondary English teaching.

Creative writing in Year 7

There is a great resource on Teachit ( I believe), written by Fran Nantongwe called “Quest for the cure”.  I got a copy a while ago through a colleague at a NATE conference and love using it in Year 7.

The idea is that the class develop a novel through pieces of creative writing – all transactional and with a particular focus – persuasive, descriptive etc.

It is brilliant and Fran is a star for developing so much.  I attach my PowerPoint for teaching the module, a few of the resources I use to help the students to write and 2 booklets of work from this Year’s Year 7s.

7b zebulon doc

7NV ZEBULON COMPOSITE

Peel Zebulon intro

mayor’s speech Persuade

Zebulon Project Character Profile

Y7 Diary Writing

The Public Execution – Kite runner extract

persuasion_Atticus Finch (screenplay)

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Words, words, words... well said Hamlet! A little blog to go off on tangents within the worlds of history and literature that interest me. From the Tudors to Tom Hardy's Tess, or from the Wars of the Roses to Wuthering Heights, feel free to browse through my musings to pick up extra ideas and points for discussion!

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7 Plus English: Creative writing prompts explained!

April 26th, 2021 Last updated: July 6th, 2023

In this blog, the second in a series of 'Types of...' 7 Plus preparation posts, Meredith outlines a range of different creative writing prompts that can appear in the English paper and offers some useful insight and handy tips for preparing for each one.

The ‘composition’ aspect of the 7 and 8 Plus entrance exams can include a variety of different prompts for writing. Getting familiar with the different types of prompts that can appear and practising how to relate back to what is being asked is a crucial skill to practice ahead of the exams. 

Students will usually be given an option of two prompts to use with the words ‘either’, ‘or’. All types of prompts come with some bullet points ‘things / questions to think about / try to include’ that students should read and refer to in their writing. 

Continue the story 

Most often, students are given an option to continue the story from the comprehension passage they have read. This requires that students ensure they know the characters in the story, continue using the correct names and write in ‘third person’. They will also need to use consistency of tense e.g. if the story is written in the present tense, they will need to continue with the same tense and not switch to the past tense. Using clues from the text about the setting and characters are also important – for example, if the comprehension passage describes ‘Lucy’ as ‘quiet and shy’, it would be inconsistent to have Lucy ‘yelling at her friends to hurry up’ in the next part of the story! The same goes for the setting. If the story in the comprehension passage is set in an old, haunted house, it makes sense to keep it there! Another key point about continuing the story is to start where the passage left off, so it is helpful for students to read the last paragraph or few lines again before writing to think about what just happened and what will happen next. 

Write a story about a time when you… 

This is usually connected to the comprehension passage too. For instance, if the comprehension story involved a storm, students may be asked to write about a time when they were in a storm. Key to this is knowing to write in ‘first person’ rather than ‘third’. It is important that students get to practice the skill of writing stories from their own experiences. This can bring the added benefit of using first-hand memories and their own senses. Some students find it easier to rely on their experiences and memories rather than use their imagination so plenty of first-hand experiences of the world is crucial! 

Write a story entitled/ with the title… 

With this kind of prompt, it is essential to really use the title and refer to it somehow throughout the story. For instance, if the title is ‘The Magical World Beyond the Wardrobe’, students will be expected to use the title to write about a relevant setting e.g. a bedroom wardrobe / magical world, a relevant possible problem e.g. getting lost, relevant characters e.g. explorer children, magical creatures and a relevant resolution e.g. finding their way back. The key here is making reference to the title throughout and creating relevant story elements. This kind of prompt may also include a picture to use to spark imagination. 

Need help? View our 7 Plus tutors here

Picture prompt

Less often (but it does come up) is a prompt that is a stand-alone picture. This prompt may ask students to describe what they see in the picture or create a story from it. Either way, students should examine the details of the picture closely for a minute or two and let themselves note down any relevant words, phrases or ideas that begin to form in their minds. Describing the picture requires plenty of descriptive writing practice using adjectives, expanded noun phrases and figurative language (similes, metaphors, personification etc.) as well as drawing on the senses to bring the writing to life. If students are creating a story from the picture, they should let it spark their imagination and include the character and/or setting they see in the picture in their story. An excellent resource for practice with this prompt is the website https://www.onceuponapicture.co.uk/ which has a wealth of amazing and inspiring pictures! 

Character description  

A lesser-seen prompt is that of a character description. Brief character descriptions are important to include in stories (a sentence or two about a character e.g. ‘Imran had dark brown eyes and jet-black hair that was as dark as the night. He was the kind of boy who never seemed to get scared, or at least that’s what it looked like.’ However, this kind of prompt is asking students to write entirely about a character. Important elements to include in a character description are: appearance, personality, likes and dislikes. It is essential students know what these words mean and that they have a range of vocabulary they can draw on to describe a character’s appearance and personality (there are plenty of vocabulary sheets for this purpose). Practising writing character descriptions is hugely helpful, not only for the exams but for a student’s writing journey. 

Recount 

This is similar to writing a story about a time when… but slightly different! A recount is an autobiographical piece that should appear as non-fiction. That is, the student should write about their real experiences rather than using their imagination. However, one’s imagination can of course be useful to draw on if the student finds they have not had an experience such as ‘A day you spent at the fair’. Recounts should be written from a ‘first person’ perspective and in chronological order using ‘time’ connectives and sentence openers such as ‘First’, ‘Then’, ‘After that’, ‘Later on’, ‘Finally’ etc. 

Diary entry  

I have only seen diary writing once as a prompt in a 7 Plus paper referring to the comprehension passage but it is a useful skill to practice. If the student doesn’t already keep a diary it is helpful to get into the habit of asking the student to write a couple/ few sentences at the end of each day. I personally think keeping a diary/ journal is a wonderful practice for writing in general and helps children to see that writing can be purely for personal pleasure rather than for any external validation or grade. Get students into the habit of writing the date on the top line, beginning ‘Dear Diary’ and signing off with their name. A standard element of diary writing is to include one’s feelings. 

Letter writing 

I have never seen being asked to write a letter as a prompt before but it could come up! Students may be asked to write a letter to one of the characters in the comprehension passage or imagine they are one of the characters writing a letter home etc. Old-fashioned though it may sound, get students to practice writing letters to their friends or family to see the real-life benefit and enjoyment of sending and receiving letters! Personally, I see letter-writing as a beautiful life-skill to develop and enjoy. Ensure students are familiar with the structure and vocabulary for writing both formal and informal letters. 

Creative writing prompts can come in many forms so having some practice ahead of the exam at recognising and writing using the above range of prompts will ensure students feel confident and prepared for whatever appears!

Related exam papers

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How to tackle reasoning tests - vr and nvr.

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Year 7 English worksheets – Jungle descriptive writing lesson plan and resources

PDF worksheets and PowerPoint

Use these Year 7 English worksheets, teacher notes and PowerPoint to help pupils get to grips with descriptive writing .

Descriptive writing is an important and enjoyable aspect of English. These free downloadable worksheets are perfect for KS3 English lessons and cover two sessions of content.

Use the descriptive text, themed around the jungle, as a prompt for descriptive writing. The accompanying resources will help students develop their own creative writing and give them the opportunity to practise:

• comprehension
• analysing writers’ methods

The resources will also expose pupils to a wide range of descriptive writing techniques. They’ll learn how to use texts as prompts for writing.

Contents of Year 7 English worksheets pack

• ‘The Jungle’ text with vocabulary definitions
• PowerPoint teaching slides
• Comprehension worksheets (questions and answers)
• Descriptive writing match-up activity sheet
• Planning sheet for writing task

In the first session pupils will read the jungle-themed descriptive writing text, before trying a descriptive writing match-up activity. This involves matching techniques and descriptions before finding examples from the text.

Next pupils can fill out the comprehension questions worksheet, using answers from the text to justify their answers.

Pupils will then annotate a section of the text, identifying writing techniques and the effects these create.

Now it’s time to think about whether or not the writer has created a vivid and exciting description of the jungle, before writing their own What How Why paragraph about it. A model answer and scaffolding is provided in the download to help.

In the final session students will recap the descriptive writing techniques you talked about last session before planning their own descriptive writing piece. They can use the included planning sheet to help them do this.

National curriculum objectives

• Develop an appreciation and love of reading, and read increasingly challenging material
• Read high-quality works from English literature, both pre-1914 and contemporary, including prose, poetry and drama
• Choose and read books independently for challenge, interest and enjoyment
• Learn new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries
• Check understanding to make sure that what they have read makes sense
• Know how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning
• Study setting, plot and characterisation, and the effects of these
• Write accurately, fluently, effectively and at length for pleasure and information through stories, scripts, poetry and other imaginative writing

Bhamika Bhudia ( @MissMika_Eng ) is a head of English at a mixed comprehensive secondary school in London . You can also download Year 8 English worksheets from Bhamika. We also have more descriptive writing lesson ideas .

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Independent Creative Writing Task for Year 7-9

Subject: English

Age range: 11-14

Resource type: Assessment and revision

Last updated

6 August 2019

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Creative Writing Task from picture stimulus - moving into a secret garden.

Students encouraged in the criteria box to work with sensory language, sentence variation, interesting vocabulary, simile, metaphor, personification.

Can be useful for baseline or end of unit test, cover work or homework - amend title as desired.

Differentiation by outcome.

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this really encouraged some lovely responses and ideas thanks for sharing!

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KS2 English: Write a script

BBC Teach > Primary Resources > English KS2 > Creative art, design and writing skills

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Video transcript video transcript.

Naomi: Hello! Guess where I am? I’m on the set of a new teen drama called ‘Flatmates’.

Naomi: Lets go and have a look around!

Naomi: Right now, the team are very busy getting this set to get it ready for filming, but behind the scenes there is a whole other team all using their creative skills in different ways to achieve different things.

Naomi: Like the producer who will be organising all the filming schedules or getting all the cast and crew assembled,

Naomi: or the art director who will be putting the final touches onto all the props that will bring this set to life.

Naomi: Now of course none of this would be able to happen without scripts and on a production like this there is a whole team of script-writers and script editors and its their job to put down on paper a vision that the rest of the team will bring to life for you to watch.

Naomi: Can you imagine having an idea for a story in your head that will be transformed into a complete production by a huge team of people?

Naomi: I wonder how I would get started on something like that? Here’s our script writing master to tell us more.

Naomi: Bronagh Taggart is one of the script writers on Flatmates, and has written for a whole range of children's programmes.

Bronagh: One of the golden rules for writing for television is the 'show don't tell' rule.

Bronagh: What that means is that its better to show something rather than to write lots of dialogue or lots of action.

Bronagh: For example, if you wanted to show that one of your characters was scared, instead of writing lots of dialogue you could actually show that with something as simple as 'their hands are shaking'.

Bronagh: Or if you wanted to explain that their had been a fight, instead of writing a long scene filled with lots of action you could just cut to someone with a black eye or an injury.

Bronagh: Your challenge is to write a scene for your own TV show and to try and use the 'show don't tell' rule.

Bronagh: Go get creative!

Naomi: Oh, nice challenge. I can’t wait to get started on this one!

Naomi: But I’m going to need some help, I wonder who my helpers are?

Naomi: This is Lucy and her creative superpower is vocal acrobatics!

Naomi: Next we've got Rosa and she can pull out a performance any time, any place!

Naomi: And finally its Oliver, and he's got super-fast tapping feet!

Naomi: So what do you think of this challenge? You like it?

Oliver: Can we pick any programme we want?

Naomi: As long as it has recognisable characters that we can write lines for. So we'll choose a programme that we like, take two or three characters from that show and then we'll write a scene that they can feature in.

Naomi: Tell you what can help is choose a setting, something like a doctor’s waiting room, for example, and then it'll be our task to work out the story behind why they are there.

Rosa: So maybe like a shop or a grocery store?

Naomi: Thats a perfect idea! A grocery store would be great. I've got some scripts here that you can have a look at, see how they're laid out…

Naomi: While you take a look at those, here are a few things you're going to need if you would like to take on this challenge.

Naomi: A pen or pencil,

Naomi: some paper,

Naomi: and some scripts to compare for layout.

Naomi: Right, so now we know what a script looks like it’s time to get some ideas down on paper.

Naomi: I am loving these ideas! The next step is to write our scenes. We're going to work together as a group but you can work alone if you prefer.

Naomi: Look for ways to show, not tell.

Naomi: Remember TV is all visual so you don't need to write long conversations or dialogue.

Naomi: Try to think about how the character would say something and not how you would say something.

Naomi: Well done team, we have totally nailed this! Excellent work! How about we try and act it out?

Naomi: Who's going to play what part?

Oliver: I'll be Timmy!

Rosa: I'll be Granny.

Lucy: And I'll be the Zookeeper.

Naomi: Does that mean I'm director? Perfect! Places please!

Oliver: Don't worry penguins, I'll set you free!

Naomi: He opens the gate and the penguins waddle out!

Rosa: Timmy, Timmy where are you? Its time to get lunch!

Naomi: A penguin waddles past Granny B and she pats it on the head.

Lucy: Why are you holding hands with a penguin?

Rosa: Its not a penguin, its Timmy!

Naomi: If you enjoyed this challenge there are loads more over on the BBC Teach website.

Naomi: You can design a chair, write a poem or produce a stop-motion animation!

Naomi: Go on, get creative!

Video summary

This short film presents a real-world context for writing a script and challenges children to write a short script for a TV show.

The presenter, Naomi Wilkinson, is on the set studio of a popular CBBC show. A group of children are invited to take on the challenge of writing a short script for characters of their choice from the show.

Our ‘Master’ scriptwriter will add to the challenge by inviting the children to use the ‘show don’t tell’ rule, a golden rule of writing for the screen.

Using CBBC scripts as a guide, the children write their own short scenes, which are shared at the end of the film. You can download scripts from Children’s television shows from the BBC Writersroom .

This short film is from the BBC series, Get Creative.

Teacher Notes

Before Watching

Talk to your pupils about their favourite TV shows. Ask them if they think there is anything different about writing a script to a story.

Share some of the scripts from the BBC Writersroom website or select some sections to show them.

You may want to create a class list of scriptwriting features to display as a reminder when children are writing.

After Watching

This activity can be done in groups, pairs or individually.

Give your pupils a few moments to pick the show and characters. Now, ask them to decide on a setting and scenario (i.e. where is this scene and what is the drama?)

The suggestions in the film are a doctors surgery or grocery store, but encourage children to be as creative as they like.

Allow them 10-15 minutes to write (cap the length of the scene to 1-2 pages, tops). You may want to display the Thinking Questions to help guide the writing.

As an extra challenge invite them to incorporate the ‘Master Skill’.

Master Skill

The words ‘show don’t tell’ are used constantly in the writing world – put simply it means think visually and allow visuals to show you what is happening and how characters are feeling, rather than you as a writer telling the reader/audience.

For example: Susan was very scared. Is more powerful when you show that feeling, rather than tell it.

In a story you might write: Susan hesitated. Her breath quickened and her hand began to tremble.

In a script you would write this as action. Susan hesitates. Her breath quickens and her hand begins to tremble.

Or you might include it as dialogue/action.

Rather than: Susan: I’m scared.

It would be more interesting to write:

Susan: (whispering) I don’t think we should go in there… we don’t know what we might find.

Discuss the concept of making your scripts more interesting and powerful by ‘showing not telling’ and having the characters put across their thoughts/feelings without outwardly saying them.

You may want to model this with examples as above.

Thinking Questions

• Who is in my scene?
• Where is my scene?
• How do the characters talk and interact with each other?
• Where is the conflict or drama in my scene?
• What are my characters thinking and feeling and how can I show this through their dialogue (without them saying outright)?

Supported Learning and SEN

The complexities of script-writing could be a lot for children who struggle with the written word to take on, however drama and spoken word can be a lot of fun and freeing for these children too. And thinking in terms of the visuals of a television show may appeal to those not usually enthused by written material.

There are many ways you could make this challenge more accessible for children, here are a few ideas:

• Have children improvise the scenes in pairs/groups first.
• Allow an adult or more abled peer to scribe for the group.
• Consider recording the improvised scenes on a tablet, as a reminder for when they come to write, or as a way of taking writing out altogether.
• Create a template with script layout and names already included.
• Create a support sheet with spellings of names, difficult words.

Extend this Activity

• Perform the scenes in a live showcase for parents/assembly/another class or just each other.
• Film the scenes and make short movies – you could upload these to the school website.
• Use the scenes to create another piece of writing – a short story, a news report.
• Write a ‘How to Write A Script’ fact sheet, that can be kept for future reference or shared with other classes, or the school website.

Curriculum Notes

This short film is designed to support the teaching of creative writing for KS2 in England, Wales, Northern Ireland and for 2nd level in Scotland.

In England the video offers pupils a chance to write with purpose in context, using the skills of notation and editing whilst also providing the opportunity to read work aloud and work towards mastery through developing specific key skills.

In Wales the video provides an opportunity for pupils to write creatively with chances to adapt their writing for purpose, use a range of language skills, note ideas and plan their writing then reflect, redraft and improve their work.

In Northern Ireland the video gives pupils the opportunity to participate in independent or group writing, select, plan and adapt their writing for purpose, express thoughts and feelings through their imaginative compositions, experiment with language and practise the skills of revising and redrafting their compositions.

In Scotland the video presents pupils with an example of contextual writing to explore, from which they can create their own pieces of writing from notes, use appropriate vocabulary, language and style to engage their reader and check their writing for sense and purpose.

This short film will help children to:

• Participate in shared and independent creative writing.
• Analyse the features of a specific writing style (scripts) and create their own.
• Adapt writing to suit a purpose.
• Use dialogue to convey character and further plot.

More from creative art, design and writing skills

Write a poem. video Write a poem

In this short film for primary schools, Naomi Wilkinson and a group of children are challenged to write a poem for someone they know.

Create a story. video Create a story

A visit to the Newsround studio presents real-life context for telling a story and a challenge for children to tell a story as a short news report.

Write song lyrics. video Write song lyrics

Karim Zeroual and a group of children take on the challenge of writing their own song lyrics.