Board Games

 

Towards the end of the school year a brilliant way of revising the material covered all year round is to ask the learners to work in groups in order to design their own board games and play those designed by their classmates.

They are free to think of the concept of the game, sketch and craft the board destined for it and specify the process through which the winner will be declared as long as they include question cards in the game in order to achieve the target of revision. They are invited to search throughout their books or the photocopied material they worked on during the school year in order to formulate their questions and, depending on the level of difficulty, these can either be open-ended or multiple-choice ones. The focal point can be grammatical, lexical or even general-knowledge regarding issues of interest covered in the book. Furthermore, they have to write out clear and coherent instructions so that the other players can easily realise how the game is played.

Apart from thinking critically in order to come up with solutions regarding the goal of the game and the procedure to be followed, they also improve their communication and collaboration skills and develop their creativity. Therefore they cultivate their 21^st century skills but, what’s more, games undoubtedly enhance their motivation to the maximum.

In the photos you can see some samples created by sixth graders:

Weaving magic together: Learning through fairy tales

 Imagine a classroom buzzing with energy: small groups of learners huddled together, brainstorming enchanted forests, brave heroes, mischievous animals, or wise old grandmothers. In one corner, a dragon is born; in another, a clever child outsmarts a giant. As they craft these stories, the air fills with laughter, debate, and creativity. This is the power of collaborative fairy tale writing.

Fairy tales, with their timeless structure and familiar elements, provide the perfect foundation for learners to explore language and creativity. Once students have been introduced to the building blocks of a fairy tale—characters, settings, problems, and solutions, along with the classic conventions of beginnings (“Once upon a time…”), endings (“…and they lived happily ever after”), the concept of magic or the convention of symbolic numbers such as 3 or 7 which recur in the plots or motifs of some—they are ready to dive into the magical process of creating.

Process

The learners work in groups in order to brainstorm ideas about all the constituent elements of their fairy tale and they write down the first draft. After feedback is given –potentially by peers, depending on the amount of time allocated, and definitely by the teacher- they write the final version, divide the fairy tale in parts by negotiating in their groups, take into consideration the design of the cover and each group member undertakes to write out and illustrate one/two part(s). Finally all sheets are bound together into a “book” which is totally their own creation.

Tips: a) The learners can also be offered the option of using well-known fairy tale characters in new settings and adventures in order to give them a new dynamic.

b) Although, from my experience, I think it is good for learners to go through all the stages when dealing with their final version, they can be offered the chance to take roles within their group (if the teacher feels that some learners might feel embarrassed with their handwriting, for instance, but are good at drawing etc.) such as those of the  copyist, the illustrator, the cover designer or the editor of each page.

Benefits

·        Consolidating Language Skills
Writing fairy tales naturally reinforces the use of the past simple tense. Learners retell what characters did, what happened, and how the problem was solved. This authentic context transforms grammar from a dry exercise into a living, meaningful tool. Instead of filling out worksheets, students are weaving verbs into vibrant narratives.

·        Building Collaboration
Group storytelling nurtures teamwork. Each learner brings a unique perspective: one might invent an imaginative plot twist, another might focus on an interesting setting, while another one ensures the ending ties everything together. Negotiating storylines, compromising on character choices, and co-creating illustrations all sharpen social and collaborative skills.

·        Unleashing Creativity
Adding illustrations transforms words into books, making the stories tangible. Learners express their creativity not only through language but also through art—drawing magical castles, shadowy forests, or triumphant heroes. The illustrations also help visual learners anchor vocabulary and narrative flow.

·        Beyond Language and Art
The benefits don’t stop at grammar and creativity. Through fairy tale writing, learners practice problem-solving (How should the hero escape?), critical thinking (Does the ending make sense?), and even empathy (How does the villain feel?). When stories are shared and read aloud, the classroom transforms into a storytelling circle, strengthening presentation skills and confidence.

In weaving tales together, learners are not just practising grammar or drawing pictures—they are cultivating imagination, empathy, and team spirit. Writing and illustrating fairy tales becomes an enchanting journey where language, collaboration, and creativity meet. And in the end, both the heroes in the stories and the learners themselves live happily ever after.

Below you can have a look at sample covers of fairy tale books created by 5^th- and 6^th grade students and at a couple of their fairy tales.

Creation by a group of 5^th-grade learners: 

Creation by a group of 6^th-grade learners (written as part of a creative writing project):

Creation by a group of 6^th-grade learners, with well-known characters (written as part of a creative writing project):