Writing Revolution

Creating innovative integrated multimodal texts for Stage 3 and 4 teachers.

Literacy is changing. Technology has become an intermediary to everything we do. Reading and writing are no longer isolated or passive affairs in our socially networked global learning community. Students are now finishing school in Year 12 using reading technologies that weren’t invented when they began Kindergarten. In this context, it is crucial that educators stay abreast of technological innovation as it happens so that we may continue to provide relevant and meaningful learning experiences for our students.

During this hands-on workshop, participants will design and create an integrated multimodal text utilising aspects of ALL text types (narrative, informative, persuasive). Texts will be centred around a topic of relevance to participants in any KLA (eg. novel study, HSIE topic).

In this course, participants will:

  • engage collaboratively with research on multimodality
  • examine the multimodality continuum across the middle years of schooling
  • explore and select apps appropriate for their students and contexts
  • use laptops and/or iPads to create an integrated multimodal text
  • create a collaborative online learning environment for their classes.

This course consists of two parts. A workshop day (5.5hrs) and a follow-on component to be completed in your own time after the workshop (4.5hrs). You must successfully complete both parts in order to gain the 10 professional learning hours.



The follow-on component for this course (4.5 hrs) is described below. This is an opportunity for you to have some time to take what you learned during the workshop and apply it to your own context and your own students. Information about due dates and instructions will be emailed to participants after the workshop day.

Multimodal text creation. Using the same (or similar) process as was used during the face-to-face day, develop a multimodal text with students or staff at your school. You will then upload your creation to an online community where you will get to interact with the other teachers in the course. Participants complete a personal reflection piece and a course survey.

Read more about follow-on components, and see the criteria for successful completion in the FAQ below.

Completing this course will contribute 10 hours of QTC Registered PD addressing 2.6.2, 4.5.2, 6.2.2, 6.3.2, 7.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Audience: Stage 3 and 4 teachers.

Keywords: English, Multimodal, Creativity, Design, Digital Literacy, Cross-Curricular


The course can help me to improve student learning through using a greater range of ICT. Students are often more engaged when using a wide range of ICT and are often proud of what they can produce. Students need to know how to utilise a wide range of ICT as this is where the jobs will be in the future. The course introduced new apps and ideas to me that I can now introduce to the students.

The course broadened my understanding of multimodal literacy and encouraged me to implement this new understanding and knowledge in my classroom setting.

I feel much more confident about using technology, and Ipads particularly, in my classroom and I have a better understanding of their educational value. For those children who find pen and paper tasks onerous, these activities are a great alternative, giving children an avenue for expression.


Khyiah Angel

Khyiah Angel

Researcher, Developer and Facilitator

Khyiah is both a PhD candidate in the Department of Media and a sessional academic in the School of Education at Macquarie University. As an Educator, Khyiah has 15 years experience across primary and high school settings. She has a Master’s degree in Creative Writing, and another in Gender Studies. Khyiah is also a published author of young adult fiction. Khyiah’s PhD work combines her two life passions: writing and technology, to explore the Phenomenology of Reading in a Multimodal Context.


Unfortunately there are no plans to run this course again. Apologies for any inconvenience.


How do I enrol?
Enrolment is through the MyPL system. Click on the Event ID provided and it will take you to the enrolment page. NSW Department of Education (DoE) teachers can log in using their credentials. Non-DoE participants need to sign up for a MyPL account in order to enrol. Click here for instructions, and click here for more information about MyPL for non-DoE participants.
How is payment taken?
If you are from a NSW DoE school, payment will be via direct debit and appear on your school's Sundry Tax Invoice Statement. Non-DoE schools and individuals will be invoiced. Please contact us to confirm your billing details.
How do I get there and do I need to bring anything?
There are many transport options. See our Contact page for more information. We will send out an email to all participants with parking information two days before the event. Please look out for this email and read the instructions carefully. All equipment will be provided unless otherwise advised.
What if I cancel or don't show up?

You can delete your own enrolment through MyPL, however keep in mind any cancellations made within 2 days of the event or no-shows will incur the full cost, charged to your school. Please contact us if there are any issues with your attendance.

What's a follow-on component?

Some of our courses include a follow-on component to be completed by the participant in their school context with the aim of transferring the new practice to their teaching and learning repertoire. These deliverables are included as part of the course hours and are designed to engage teachers in real ‘learning through doing’ leading to improvement in the skills and capabilities of teachers. This is an opportunity for you to have some time to take what you learned during the workshop and apply it to your own context and your own students. Details of the follow-on will be emailed out to all participants. The deliverables must meet the following Criteria:

  1. Product (this may refer to lesson plan, unit of work or other digital product)
    1. evidence of creativity;
    2. planning and/or design;
    3. incorporation of key ideas in the course;
    4. integration of technology; and
    5. a published/shared product that is appropriate to audience, purpose and context.
  2. Online Interaction
    1. peer feedback; and
    2. community building.
  3. Personal Written Reflection (200 words):
    1. Reflect on the learning experience gained by participating in this course, including the deliverables, OR reflect on your classroom practice (including a description of the pedagogical approach, delivery and implications for the future); AND
    2. Reflect on how you achieved one or more of the specified professional learning standards.
More questions? Contact us.

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