This chapter stresses the importance of both teachers and learners as writers (Graves, 1983) as they create, either together or individually, a range of different texts for different purposes and become a community of writers. After considering a parent’s account of her daughter’s experience in learning to write, we look at how substantial dialogue always needs to underpin the development of writing. The interrelationship between speaking and writing is then considered using the mode continuum. We then explore the different aspects of learning to write within the teaching and learning framework, including the importance of building learners’ field knowledge, teacher modelling to break down the features of different kinds of texts, joint construction and independent writing. We use a range of examples of children’s writing to illustrate different kinds of texts and emphasise that creating texts can and should be enjoyable.

The present chapter is concerned with the methods and tools that have been proposed and used to assess creativity in children and adolescents. Creativity across developmental periods is a moving target. The 7 Cs framework highlights the main facets of creativity that have appeared in the literature (Lubart, 2017). These Cs provide a framework for examining creativity assessment in terms of Creators (creative people), Creating (the act of producing new work), Collaborations (interactions with close others during creation), Context (the physical and social environment), Creation (the new production and its characteristics), Consumption (the uptake and adoption of creative work), and Curricula (teaching and developing creativity through education).