A visit to any website of young people’s fiction and non-fiction publications will give teachers access to ‘teacher’s notes’ and ‘lesson plans’ on specific texts.

Kids’ Book Review is a website that curates a page with thirty (30) links to specific publishers and their classroom resources. The impressive list highlights the long relationship that exists between classrooms and the authors of young people’s literature. We are more than happy to stand on ‘the shoulders’ of such an impressive tradition.

The convention of supporting the classroom experience of studying fiction and non-fiction publications through ‘teacher notes’ is changing, as are other forms of pedagogical and content knowledge in education, through the impact of digital technology.


We are currently developing educational content for RED WOOL P/L.

Red Wool is owned by the young writer Clare Rose Trevelyan. She is in the progress of producing a series of ‘story apps’ for young children around specific genres that fascinate her for their power to express the way knowledge is brought into a young person’s life:  the journal, the dictionary and the atlas.

Clare is currently concentrating on launching THE PAST LIFE LIBRARY, a series of five fictional journals for an upper primary school audience.

The Past Life Library is a collection of five fully illustrated journals, each accompanied by a nine song music album and presented in the form of an app. The stories follow the footsteps of one girl as she becomes entangled in five of her lifetimes. The series of APPs are both journals and albums, combining music, poetry, photography, art and fashion to tell the stories.



The story app is planned to be launched in schools, ready for the 2017 academic year.  Clare hopes to develop a following for the story amongst upper primary teachers, students and their families who are as fascinated as she is with exploring what it means to face up to the fact that you have talent but also face limitations, you have courage but you also deal with fears and failure.


The structure of our curriculum materials is outlined in the following diagram. This diagram is also the subject of our discussions in blogs around explorations of

  • Clare’s artistic manifesto expressed through the twelve (12) creative elements she uses for producing a multi-modal journals;
  • Our lesson sequence design and its relationship to models presented on Australian Curricula websites such as ACARA and VCAA;
  • Why we have chosen to focus on the three learning areas of English, The Arts and Digital Technologies together with the General Capability of Critical & Creative Thinking;
  • The relationship of the rubrics we offer classroom teachers with mandated learning outcomes and teaching standards;
  • Evaluating educational apps and software; and
  • Current research on ways of measuring the effective use of technologies in teaching and learning, including the many questions around workplace productivity and cost.


Our creative team consists of a business manager, a digital marketing strategist and online marketer, two graphic/ video artist/designers, the author, the educational content writer (me) and practising senior teacher. We believe that we have the combination of skill and experience to bring about a successful outcome for Clare.

We remained focused on the primary goal of engaging upper primary students and teachers with Clare’s multimodal journals which we are creating in relation to her artistic manifesto expressed below diagrammatically.

The  educational materials aim to enable upper primary students to create their own multimedia journal:

  • each lesson will be based on one of Clare’ twelve (12) creative elements, which in effect accumulated into a whole unit on creating original fictional journals;
  • lesson sequences enable teachers to access rubrics which are mapped against Australian Curricula websites of ACARA and VCAA;
  • the focus on the three learning areas of English, The Arts and Digital Technologies together with the General Capability of Critical & Creative Thinking are designed to maximise similar concepts, processes, techniques and conventions through a ‘learning how to learn’ approach;
  • we demonstrate education content creation through our own use of digital apps, software and networks, namely  the use of Google Drive and Apps, of iPad and iPhone and of SaaS of WordPress, Envato Apps and Lucidpress e-book creation; and
  • reliable critical examination of the relationship between on- and offline learning.

Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between these components of knowledge situated in unique contexts. Individual teachers, grade-level, school-specific factors, demographics, culture, and other factors ensure that every situation is unique, and no single combination of content, technology, and pedagogy will apply for every teacher, every course, or every view of teaching.

The links below are UNDER CONSTRUCTION as we explore the issues of creative work with Years 5 and 6 students that Clare interacts with through the Past Life Library