Using the input from the sessions in the school I tell the stories in such a way that they are true to the discussions that created them but there are often a number of changes, (that have been discussed at length in the classroom), that make the story less complicated and more rounded. The discussion always turns to the consequences of the initial character and plot creation and the need to make a fulfilling and sensible story that refers to the conflict or dilemma encountered at the beginning, and then making a sensible conclusion. Often there is a sadder or more realistic ending to the story, which will bring a chance to relate emotionally to the main characters. Whilst there is still ownership and recollection of the words and their contribution to the story, there is also a demonstration of making the plot more logical, concise, mature and manageable. Go to the bottom of the page to find some of the reasoning behind the construction of more structured, mature stories.

ORIGINAL STORIES

Ebbw Vale Steelworks "Working with THE WORKS"

A hand at the door Part 1 (TONY WILSON)                              http://uk.youtube.com/watch?v=YiZ1M-G05Bw

A hand at the door Part 2 (TONY WILSON)                    http://uk.youtube.com/watch?v=nK6SDyYJ4Js

No benefit of doubt (TONY WILSON)                              http://uk.youtube.com/watch?v=EMlWKBmfGCs

Time told (TONY WILSON)                                        http://uk.youtube.com/watch?v=Zl8AvgFMjKI

A reminder of his strength (TONY WILSON)               http://uk.youtube.com/watch?v=yKy5Af6HTT4

Limestone iron ore. (TONY WILSON)                    http://uk.youtube.com/watch?v=hO-scF3a_5I

Fantasy/ Horror

Life on a plate (TONY WILSON)                                      http://uk.youtube.com/watch?v=21Iq74siLIc

A brick in the wall (TONY WILSON)                        http://uk.youtube.com/watch?v=4xkDFIIxlv8

World War 1    

A rusty box of time (TONY WILSON)                                                      http://uk.youtube.com/watch?v=rdrHI0nh2_k

TRADITIONAL STORIES

There are many stories that are suitable only for the older children and they will be placed here in the coming weeks.

KEYSTAGE 3+  STORIES A brief outline

Obviously the stories become more complex as the pupils have, hopefully, read a number of stories and story types on which to draw. You can also use the quite prescriptive premise of saying that they are writing specifically for a younger audience to read, (perhaps in the Junior school). In these circumstances you get the pupils to cooperatively and willingly write to the height of their own abilities, (which may be below the expected average), and not feel self-conscious about their own writing skills as it is for younger children.  Rather than just using a single adjectival description for a single setting it is a good idea to use adjectives for the beginning of the plot in one location and emotional or sensory words to describe the final, different setting. This means that the story mimics the 'quest' type stories where there is a definite journey involved to reach a conclusion. If nothing else it gives the pupils the chance to describe two settings in two different ways; one is direct and simple the second is poetical and emotionally driven. Use of 'action description' where the character uses, say, a hand to, "pull their strong fingers through their greying hair", lets you know that they have strong fingers and greying hair without it sounding like a shopping list of description.