When people hear the term home education, a certain image often springs to mind: a child sitting alone at the kitchen table, working in silence while the world carries on without them.
No classmates.
No conversations.
No social life.
Just worksheets and long days in isolation.
But here’s the truth: for most home-educated children, that couldn’t be further from reality.
The Social Myth
One of the most common concerns people have about home education is that children will “miss out” on friendships and social development. It’s an understandable fear. After all, many of us grew up believing school was the place you made friends. The idea that learning happens best in a loud classroom with thirty other children has become something of a cultural default.
But here’s the thing: social interaction doesn’t stop when school ends. In fact, many home-educating families would say their children’s real friendships only began once they left the school system.
What Social Life Really Looks Like
In our Tutor Led Learning community, we see it all the time.
We work with small groups of students—live, online, and face-to-face (screen-to-screen!). Our sessions are designed to spark interaction. We laugh, we chat, we work through problems together. Over time, students form real bonds.
We’ve even had students travel across the country to meet up in person with friends they met in our classes. One family told us their child had never felt like they “fit in” at school—but after joining our group, they found “their people.”
And that’s what it’s all about, isn’t it? Finding your people.
Small Groups, Big Connections
In a traditional classroom, it can be hard to be heard. But in our small-group tutorials, every student gets to speak—and more importantly, gets to be listened to. We don’t just teach English and Science. We build confidence. We encourage curiosity. We create space for jokes, ideas, debates, and shared discoveries.
It’s education—and social development—on purpose.
Home Education Isn’t Isolation
Let’s be clear: choosing to home-educate is not the same as choosing to isolate. Quite the opposite. Many families choose home ed precisely because they want a more connected, more personal way of learning.
They want their child to:
Learn at their own pace
Explore their interests
Build confidence
Find real friendships
And at Tutor Led Learning, that’s what we help them do—together.
Be Different Together
We often say “Be different together”—and it’s more than a motto. It’s a way of saying you don’t have to be in a mainstream system to find your tribe. You don’t have to follow the same old route to feel a sense of belonging.
Home-educated children are not “home alone.” They’re part of thriving, dynamic, compassionate communities—learning, laughing, and growing alongside others who get them.
And honestly? That sounds like a pretty good way to grow up.
This blog article has been written by TLL with the assistance of Chat GPT
Prefer to listen? Try the podcast overview of our article!
5 Reasons Online Learning Can Be Great for Young People
Online learning has opened up a world of possibilities for home-educating families — from flexibility and variety to access to high-quality teaching regardless of location. But not all online learning experiences are created equal.
At Tutor Led Learning, we’ve spent years refining what makes an online session actually work — not just in theory, but in the eyes of the young people taking part.
So, what turns a virtual class into a genuinely valuable learning experience?
1. It Needs to Feel Human
First and foremost, young people need to feel like they’re being taught by a person, not a pre-recorded video or a distant voice reading slides. The best online sessions prioritise connection — through live interaction, humour, names being remembered, and space for contributions.
This doesn’t mean a chaotic, unstructured free-for-all — it means carefully designed sessions where the tutor is present, responsive and engaging.
2. Structure They Can Rely On
Online sessions should feel safe and predictable. That doesn’t mean boring — far from it! — but there should be a clear rhythm. A well-structured session might begin with a welcome and warm-up, move into a core task or challenge, and end with reflection or sharing.
Young people thrive when they know what to expect — and they’re far more likely to stay engaged when a lesson has clear flow and purpose.
3. Interactive, Not Passive
Great online learning isn’t just about watching — it’s about doing. Whether it’s annotating a poem, solving a science puzzle, offering a creative idea, or answering a question in the chat, active participation helps knowledge stick.
We design our sessions so that students can contribute in different ways — whether they’re chatty and confident, or quieter and more reflective. Everyone has a way to be involved.
4. Challenge with Support
A great session strikes a balance: it should stretch young people’s thinking, but never leave them feeling lost. That might mean asking probing questions, offering multiple ways to access a task, or giving students space to wrestle with a tricky idea — knowing the tutor is there to guide them through.
Online learning should be more than just “delivering content” — it should help students feel capable, curious, and supported.
5. Real Relationships
Consistency matters. When students return to the same group and tutor each week, something powerful happens: trust builds. They begin to participate more fully, take more risks, and enjoy the learning journey. It’s not just about what they’re learning — it’s about who they’re learning with.
And those relationships — between tutor, student, and peers — are what elevate a session from simply being online to feeling truly connected.
This blog article has been written by TLL with the assistance of Chat GPT
Prefer to listen? Try the podcast overview of our article!
From Surviving to Thriving: A New Approach to Learning for SEN Children
For many parents of children with special educational needs, school can become a source of stress rather than support. Promises of tailored provision often fall short, and instead of thriving, children begin to withdraw, act out, or shut down altogether. Meetings blur into one another, strategies are recycled, and the core issue remains: the environment isn’t right for your child.
It’s a difficult realisation, especially when school is seen as the default route. But when the system fails to meet a child’s needs, stepping away isn’t giving up—it’s stepping in.
Home education offers the chance to reset. To move at your child’s pace, follow their interests, and create a learning environment shaped around them—not the other way around. It can be an opportunity to rebuild trust, to prioritise emotional well-being, and to support learning in a way that’s flexible and responsive.
For some children, particularly those who are neurodivergent or have complex needs, home education can remove the daily battles and sensory overload that school often brings. It allows for a quieter space, fewer transitions, and the freedom to focus on strengths rather than deficits.
It’s not without its challenges. There will be days of uncertainty and adjustment. But there is also space for growth—both for the child and for you as a parent. Progress may look different, but it’s often more meaningful.
At Tutor Led Learning, we have extensive experience supporting children with a wide range of special educational needs. We’ve seen how many children with ASC, in particular, thrive in our calm, low-pressure learning environment. Our small group sessions are designed to be supportive, flexible, and centred on each child’s individual strengths and needs. If you’re considering home education and want to explore how we can help, please get in touch.
This blog article has been written by TLL with the assistance of Chat GPT
Prefer to listen? Try the podcast overview of our article!
Home Education vs Homeschooling: Is There a Difference?
If you’ve ever wondered whether there’s a difference between home education and homeschooling, you’re not alone. The two terms are often used interchangeably—and in some ways, they do overlap. But there are subtle differences in meaning, and understanding those can be helpful when you’re figuring out what suits your family best.
Whether you’re just starting out or have been on this journey for a while, it’s reassuring to know that there isn’t one “right” way to do it. What matters most is finding a rhythm that works for you and your child.
So, what is homeschooling?
Homeschooling tends to describe a more structured approach to learning at home. It usually involves following a curriculum (either one you’ve chosen yourself or one that’s recommended), planning lessons, and perhaps setting a timetable that looks a little like a typical school day.
Some families find this really helpful, especially if their children thrive on routine or if they’re preparing for formal exams later on. It can provide a clear sense of direction and a bit of predictability in the week.In short, homeschooling is learning at home in a way that’s inspired by school—but with the freedom to adapt things as needed.
And what about home education?
Home education is a broader term. It covers all types of learning outside of school—homeschooling included—but it’s often used to describe a more flexible, child-led approach.
For many families, home education doesn’t follow a set timetable or curriculum. Instead, it’s shaped by the child’s interests, energy levels, and natural curiosity. That might mean learning through real-life experiences, projects, outings, reading, conversations, creative activities—or a mix of all of the above.
There’s no single way to “do” home education. Some families take a very relaxed approach. Others combine child-led learning with the occasional structured lesson or group class. It’s incredibly adaptable—and that’s what many people love about it.
Which one is better?
Honestly? Neither. It’s not about better or worse—it’s about what fits your child and your family.
Some children thrive with structure and routine, while others flourish when they have more freedom to explore at their own pace. And plenty of families mix and match, taking elements from both approaches depending on what stage they’re at. What’s really lovely about both home education and homeschooling is that they allow you to focus on what works right now. You’re not locked into a system. You can change things as your child grows, or as your circumstances shift.
The important thing is giving your child a learning environment where they feel safe, understood, and able to be themselves. For neurodivergent learners, that can mean reducing unnecessary stress, working in a sensory-friendly space, or simply allowing them to take regular breaks when they need to. It’s about finding what works for your child.
Where do we fit in?
At Tutor Led Learning, we work with all sorts of families—some who take a more traditional homeschooling route, and others who are following a more fluid home education path. We’re not here to tell you how to educate your child—we’re just here to support you with whatever you choose.
That might mean helping with structured tutorials in subjects like English, Maths, or Science, or offering sessions that build confidence, spark curiosity, and support independent learning.
However you approach learning at home, you’re not on your own—and you don’t have to have it all figured out from day one. It’s okay to experiment, to adapt, and to grow into it.
Final thoughts
Whether you call it home education or homeschooling, what you’re really doing is creating a space for your child to learn, grow, and feel safe being themselves. That’s something to be proud of.
At Tutor Led Learning, we believe it’s possible to be different together. That means recognising that no two learners are the same—but we all deserve to feel part of something, to feel encouraged, and to have people around us who get it.
If you’d like to chat with us about how we can support your child, get in touch!
This blog article has been written by TLL with the assistance of Chat GPT
Prefer to listen? Try the podcast overview of our article!
In recent years, there’s been a growing interest in helping young people reconnect with the natural world – not just through extracurricular activities or weekend walks, but as part of their education. One exciting development in this area is OCR’s proposed GCSE in Natural History, a subject that promises to offer students a fresh, thoughtful way of engaging with nature and the environment around them.
What sets Natural History apart is its focus on observation, curiosity, and real-world learning. Rather than being confined to the classroom, students will be encouraged to step outside – to explore woodlands, rivers, parks, and coastlines, and to observe how different species live, interact, and change through the seasons. This hands-on approach could be especially meaningful for those who enjoy learning through experience and connection, rather than solely through textbooks and diagrams.
The proposed content is both rich and relevant. It includes identifying local flora and fauna, understanding ecosystems, and exploring how human activity has shaped – and continues to shape – the natural world. There’s also a cultural and historical element, inviting students to learn how naturalists of the past studied and documented the living world, and how those traditions continue to inspire conservation efforts today.
What’s particularly valuable about a GCSE like this is that it brings together knowledge from several existing subjects – including biology, geography, and environmental science – into one cohesive and practical course. It’s an opportunity for students to not only learn about the environment but to develop the skills to observe, reflect, and ask thoughtful questions about their surroundings.
Fieldwork will play a central role, helping students build confidence in collecting and interpreting data, making careful observations, and understanding ecological relationships in real time. These are skills that support critical thinking and can inspire future careers in conservation, ecology, environmental management, or science communication – but they are also life skills that help build a deeper sense of place and responsibility.
While the timeline for the GCSE’s rollout is still under review, the idea itself has already sparked enthusiasm among educators, students, and environmental organisations. It speaks to a broader desire to bring nature back into focus – not just as a topic of study, but as a meaningful part of young people’s lives.
As the conversation around the Natural History GCSE continues, it offers a gentle reminder of the value of looking more closely at the world just beyond our doorsteps. Sometimes, learning begins with simply stopping to notice – and this new subject could be a wonderful way to help more students do just that. TLL are following developments with interest!
This blog article has been written by TLL with the assistance of Chat GPT
Technology is constantly evolving, and artificial intelligence (AI) is one of the biggest game-changers in education today. Just as the internet transformed access to information, AI is now reshaping how students learn, complete assignments, and even think about knowledge itself.
While AI-powered tools like ChatGPT and automated essay generators may feel brand new, they are part of a long history of technological advancements in education—from calculators to search engines and spellcheckers. It seems like AI is here to stay, so an important question is how students can use it in a way that genuinely supports their growth.
The Benefits of AI in Learning
Used effectively, AI can be a powerful educational ally. Here are some of the ways it can support students:
Instant Feedback and Explanation
Imagine a student struggling with understanding a scientific concept such as the structure and function of the circulatory system. Instead of waiting for the next lesson, they could ask an AI tool for help. Given the right instructions, an AI tool could provide instant explanations to help them make sense of things.
Brainstorming and Structuring Ideas
For students facing writer’s block, AI can generate topic ideas, suggest structures for essays, or provide different perspectives on a subject. This can be especially useful in subjects like English or History, where forming strong arguments is key.
Accessibility and Individualised Support
Students with additional learning needs, such as dyslexia or ADHD, may find AI tools helpful. Text-to-speech functions, summarisation tools, and personalised explanations can help bridge learning gaps and promote confidence in their abilities.
The Drawbacks of AI in Learning
Despite its advantages, AI presents some risks if used incorrectly:
Over-Reliance on AI and the Negative Impact on Exams
Some students may start depending on AI to complete their work rather than using it to support their learning. For example, a student might paste an essay question into an AI generator, copy the response, and submit it without fully understanding the content. This will prevent skills development and lead to underperformance in assessments.
In an extreme case, a student might have used an AI tool to produce answers to homeworks, tests and mock exams. This would create a distorted picture of their performance and tutors would not be able to support them effectively or accurately predict grades.
Potential for Misinformation and Inaccuracy
AI tools are not perfect—they sometimes generate incorrect or misleading information. A student relying on AI for research might unknowingly include false information in their work, leading to lower grades.
Loss of Critical Thinking Skills
If students lean too much on AI for answers, they risk missing out on the critical thinking and problem-solving skills that come from grappling with difficult concepts. Education isn’t just about finding the right answers; it’s about learning how to think.
Case Studies
Let’s take a look at a couple of examples of AI being used by students in their learning to highlight some effective and some inappropriate use:
Case Study 1: AI Used Inappropriately
Alex had a homework due on climate change. Struggling with motivation, they asked an AI chatbot to generate a full response, copied it directly, and submitted it as their own. The essay was well-structured, but when their tutor asked follow-up questions, Alex couldn’t explain key arguments or defend the points made in the piece. When it came to an exam, Alex did not have the knowledge to be able to answer questions on this topic resulting in a lower grade.
Case Study 2: AI Used Effectively
Emma also had a homework due on climate change. Instead of using AI to write it for her, she used it to brainstorm ideas, refine her thinking and get feedback on the structure of her answer. She then wrote her essay in her own words, using AI as an educational ally rather than a shortcut. The result was a well-structured piece that reflected her understanding and hard work. Emma knew how to use AI to support her learning in the right way and was able to increase her final grade as a result.
What Parents/Carers Can Do Next
As a parent/carer, you can play an important role in guiding your child’s use of AI in their learning. Here are some practical steps you can take:
Learn More About AI Tools: Learn about the AI platforms your child might be using, such as ChatGPT, Grammarly, or AI-driven study apps. Understanding their functions and limitations will help you guide your child effectively.
Start a Conversation: Talk to your child about how they use AI. Ask questions like, “How do you think AI helps your learning?” and “What are the risks of relying on it too much?”
Set Healthy Boundaries: Encourage your child to use AI as a support rather than a shortcut. Discuss when it’s appropriate to use AI for brainstorming and when they need to think independently.
Encourage Critical Thinking: If your child uses AI-generated responses, ask them to fact-check the information and explain it in their own words. This reinforces deeper learning and ensures accuracy.
Work with Tutors: If you feel a bit lost with all of this, or have concerns, then reach out to your child’s tutors for a bit of help and guidance.
What Students Can Do Next
Students have the power to use AI in ways that genuinely support their learning. Here’s some advicee you can share with your children:
Use AI as a Tutor, Not a Cheat Sheet: Instead of copying AI-generated answers, use it to clarify concepts, check your understanding, or refine your writing.
Think Before You Paste: If you get an AI-generated response, don’t just submit it—analyse it, fact-check it, and put it in your own words.
Challenge Yourself: If an AI tool gives you an answer, ask yourself, “Why is this the right answer?” and “How would I explain this to someone else?”
Develop Your Own Voice: AI can help with ideas, but your writing and thinking should always be your own. Your tutors want to see your perspective, not a machine’s.
Stay Curious: AI is just one tool in your learning toolkit. Combine it with books, discussions, and hands-on practice to develop well-rounded knowledge and skills.
Start Conversations About AI: Talk to your parents/carers and tutors about how you’re using AI. Ask for their thoughts and discuss appropriate ways to add AI into your learning.
Conclusion: A Thoughtful Approach to AI
AI is neither a magic solution nor an academic villain—it’s a tool. Like all tools, its value depends on how we use it. Encouraging students to use AI as a learning aid rather than a replacement for thinking ensures that they develop essential skills while still benefiting from technological advancements. By striking this balance, we can help students harness the power of AI in ways that truly enhance their education.
In the journey of education, the three-letter word “yet” holds profound significance. Its simplicity masks a powerful concept that underlines the process of learning and growth. At Tutor Led Learning, we believe in the transformative influence of this small but mighty word, encouraging our students to apply it to their learning and personal development.
It normalises the idea that it’s okay not to have all the answers immediately, emphasising the journey over the destination.
Tutor Led LEarning
The word “yet” acts as a bridge between our present capabilities and our potential. When a student says, “I can’t do this,” just by adding the word “yet”, they can fundamentally shift their perspective. Suddenly, the statement evolves into “I can’t do this yet.” This addition opens a gateway to a world of possibilities and opportunities for growth.
In a culture often fixated on instant success and immediate proficiency, the acknowledgement of “yet” introduces a vital element: the recognition that mastery and proficiency are products of learning and consistent effort. It normalises the idea that it’s okay not to have all the answers immediately, emphasising the journey over the destination.
Imagine a seed. A seed doesn’t become a towering tree overnight. It requires nurturing, time, and the right conditions. Similarly, learning is a process—a journey marked by incremental progress and incremental understanding. “Yet” allows room for mistakes, experimentation, and the learning curve that accompanies new challenges.
Imagine a seed. A seed doesn’t become a towering tree overnight. It requires nurturing, time, and the right conditions.
Tutor Led learning
At Tutor Led Learning, we embrace the philosophy of “yet” in our teaching approach. We cultivate an environment where students feel comfortable acknowledging their current limitations while nurturing a growth mindset that thrives on perseverance and learning. We encourage students to reframe their thoughts from “I can’t” to “I can’t yet.”
This shift in mindset paves the way for the development of resilience, determination, and the confidence that comes from overcoming obstacles. It instills the understanding that not knowing something at a particular moment is not a permanent state, but an opportunity for growth and development.
The power of “yet” extends beyond the classroom. It is a life skill—an outlook that goes beyond academics and becomes a philosophy for facing challenges in every aspect of life. Embracing “yet” empowers individuals to approach difficulties with a sense of optimism, curiosity, and the belief that with time, effort, and the right support, they will progress.
We stand by the philosophy that ‘yet’ is not a sign of limitation but a promising indication of what’s to come…
Tutor Led Learning
Ultimately, the word “yet” embodies a mindset that celebrates the journey of learning. It’s a testament to the fact that we are all constantly evolving, learning, and growing. We stand by the philosophy that “yet” is not a sign of limitation but a promising indication of what’s to come—a symbol of the potential within each student.
Join us in embracing the power of “yet” as we navigate the exciting landscape of education, supporting each other in our individual and collective quests for learning and personal growth. Remember, it’s not that you can’t do it; it’s that you can’t do it yet.
If you would like to discuss any of these ideas further or find out how we can support your child, please just get in touch.
Tia, age 13, wrote this chilling science-fiction story in our Upper KS3 Creative Writing tutorials.
In creative writing, one of the biggest challenges is often knowing how to help students get started. Students can be really enthusiastic to write, but the prospect of staring at a blank page can be really daunting for them.
To help overcome this, students were given a rough outline of a science-fiction story, (specially written by Tutor Dave), which included a typical narrative arc, suggestions for common sci-fi character types and a range of other tropes.
The story outline was broken into six sections and students developed and extended the outline of the story over the six tutorials in the topic, completing more in their own time if they wanted to.
“What a tense and exciting story, Tia. I love the gruesome descriptions and the way you have used sound in your writing to create truly scary imagery; I really feel like I can imagine this monster coming towards me making that terrifying clicking sound. The way you have made sure the pace is really slow when the creature advances towards you also really helps build the tension – brilliant! One thing you could try for future writing is to vary the starts of your sentences more frequently. It can be easy to end up having lots of them starting with ‘I’, but you can help keep readers even more engaged by mixing it up a little with an adverb at the start for example (e.g., ‘Slowly, I…’). There is true creativity and imagination on display here, Tia, and I think you’ve done an amazing job with this story. Well done!”
Feedback from Tutor Dave
To unleash your child’s creativity and help them to write like this, join our Upper/Lower KS3 English Tutorials.
Alone
Chapter 1
My eyes blink open and shut at least five times, before I wake properly, I stand up straight on a hard surface with no space to move. Layed in the same position for five minutes, “why am I here” I whispered to myself, Looking around the tight coffin-like room it was in I saw that it was just a glass room, there was a latch above my head but there was no escape.
I layed there thinking about why I’m in here, and how to escape. I bang my hand on the glass and bright lights shone outside of the glass room I’m in, each light flickered on one at a time, the light was so bright my eyes burned, scrunching my eyes closed, “what the, what is this place.” I cried.
Slowly opening my eyes again, it still hurts but I need to find a way out. The light caused a terrible migraine. “Argh why let me out please” I screamed, looking to my left side I see a handprint on the glass like someone was trying to get in. “Why were they trying to get in or get me out?” I thought. Then a small plop hit the floor a few inches away from the glass, A little red drop on the floor. “Is that blood?” I panicked.
Scrunching my eyes closed not wanting to see what was bleeding, “please let this be fake, please let this be a dream.”I cried, tears slowly dripping off my face.
Then I realised I don’t even know my own name, I don’t remember my own life, who I was, why I was in this glass room. Did anyone care for me or was worried I was in here.
I slowly opened my eyes, scared for what I was going to see.
I quickly looked up at a man tied to the ceiling by his hands, his head facing down to the floor, His body ripped in half, organs dropping out of his body. Black goo foaming out of his mouth “is he d-dead” I stuttered, Screaming pounding my arms on the glass, “Let me out now” I screamed.Moving my head around , then I realised i’m not in a room this is like a giant testing tube. Small so I can hardly move my hands but tall so I couldn’t reach the latch on the roof.
Looking around the room outside the glass tube, it was like a mad scientist’s evil layer like you see in kids shows, But looking at the technology, it was a lot more like a spaceship, “was this a spaceship or something like a workshop sort of thing” I thought. I looked to the left and saw the man hanging off the floor, a burning sensation filled my throat, I covered my mouth, “no don’t” I cried, tears dripping down my face. Then I vomited all over the floor “damn it, Im stood in vomit” I screamed. My body is shaking and feeling weak. “My throat, I need a drink” I coughed.
I stood there with my eyes closed, crying for at least five minutes “remember just let me remember.” I sobbed, I slammed my head on the glass. Suddenly I remember a small flash of my memories. I was standing in this room and a man with a blurry face came to me “you’ve been chosen im sorry.” He said and locked me and another man in this room. What does that mean? I thought, why did he lock us in here? Looking around the glass container I noticed outside of the container was a book. Maybe that will tell me why I’m here.
I stood there in my own vomit thinking, “Has the air gotten thinner.” I thought, Then a high tech screen popped up on the glass. “Oxygen at five percent. Activating extermination mode.” A robotic voice said. “No, what. Do not activate the extermination mode please!” I yelled. Then a blue liquid started filling the glass container. “No stop, please stop.”I cried. It was slowly rising up, further and further. It was up to my waist, trying to move my arms to the latch. “I cant reach” I screamed. Air was completely gone now and the liquid was up to my neck trying to yell but water blocked my mouth. liquid reached above my head. “Now all I have to wait for is to die.” I thought.I closed my eyes, managing to move my legs. I looked down, “Yes” I screamed inside my head. The liquid was at the top of the container. I paddled my legs up to the top of the container, grabbing the latch and pulling it down. It opened up, Jumping out the liquid and breathing heavily.
Chapter 2
I sat there on top of the large capsule, “what my limbs, they’re so weak” I whispered. Climbing off the top of the capsule, I fell off the glass container. “Ow, my arms are s-so weak.” I said clutching my arms, I got up and walked straight in front where the door was. Pounding my arm on the glass, “hey anyone there” I yelled, then I hit my hand too hard on the door, I yelled in pain “damn you” I yelled.
I looked around the door trying to pry the door open, everytime my fingernails hit the metal door a small ting, that was the only noise in the room otherwise it was silent. “Help anybody,” I said, choking back my tears. Why would anyone want to help you, I can’t think of anyone who cares for me, so why would anyone want to help me, “why do I bother no ones gonna come, so I need to fend for myself.” I said, tears dripping down my face.
I looked around the door, gripping its sides to try and open it,I breathed heavily “just open!” I yelled, Then out the corner of my eye I see lying on the floor is a small diary, I walked over to it, my bare feet clunking on the floor every step I took, I opened the diary. The old stained yellow pages. “How old is this book? It started off in two thousand and forty seven, the newer entries were in two thousand and fifty six. “So it’s around twenty fifty six?” I said.
I read one of the entries “It is twenty fifty five, the first successful clone has been made. We named her Sallie off the dead body of the person we made her off.” I sat there “t-thats my name, i-im a clone.” I screamed, my heart thundering in my chest. “I’ve been a clone, this whole entire time!” I screamed, wanting to know more so I continued reading. “The clone has been preserved in the pods, we have made measures so if the clone has not escaped by
time oxygen runs out we will have no choice but to exterminate her. “ So that’s what happened, “This is a test for intelligence and to see if it awakens.”
We have learned that these clones have enhanced strength and speed. But the downside is they do not have good durability.” I sat there confused, frightened and shocked. I flick at least ten pages forwards. “January tenth, twenty fifty six a creature got onto the ship, we locked michel chained to the roof in the containment room with the clones. In case the creature comes in and he will be the bate not the clones.”
“oh that’s what happened to him” I said, not daring to look behind me at him.
Starting to feel ill again I continue reading. “This creature is not to be messed with and it got into the room with the clones. We do not open the door, it seems to have gotten through the vents” I reread the last passage. “Wait, clones?” I said.
I looked behind me and saw there were another dozen pods behind mine, I walked up to them and saw they were all covered in the blue liquid. All of them inside drowned, dead. “No no no” I screamed. Falling backwards onto the floor, Curling up in a ball on the floor. “Why would someone do this?” I cried. Laying there screaming, choking on my tears.
Lying there, it must have been two hours.
I just felt nothing, “nothingness, life is meaningless, we all just die. In the end I don’t care anymore, I’m not going to feel emotions anymore.” I said laying on the floor. Then I saw a small red blinking light on the wall. “What is that?” I walk over to it and a massive hologram screen shows up. I jumped away from it, I had only seen one thing like this before “no, no not that blue liquid stuff” I yelled “please don’t do this to me” I yelled, But then I realised its a video.
I looked at it in confusion. Large red writing showed up on the screen “Motion sensed in left south wing hallway.” Then the screen flashed, A large hallway was there then a growling noise came. I looked around the room “what where is that” I mumbled. A large claw came on the screen and then the screen went blurred.
Chapter 3
I stood there, “what was that thing” I gasped, I picked up the diary. Scrolling through the pages “come on, say something about t-that thing.” I stuttered. “Nothing, how can there be nothing about a creature with giant claws, this is outrageous!” I screamed, “how am I supposed to defend myself against this thing? It doesn’t look too jolly , so I doubt it will be a good thing.”
The room started flashing red, a loud robotic voice said “power shutting down.” I looked around frantically, “no no no! It can’t get worse!” I screeched at the top of my lungs. Scrambling to the diary “come on there’s got to be something about this in here”
Looking through the diary I stop to read a page, “Sallie is showing incredible signs, all of the other clones show no signs of brain activity. So I did the most important thing any scientist would do, I cut off all the oxygen to the other clones and divertied it all to sallie, but if her body stays in there for to much longer, she may experience some kind of brain functions and
physical pain for a while after she awakes. But there’s something on the ship with us so we hope she awakes before it gets to us all.” I sat there eyes wide open, “that sick bas-” I paused, The lights shut off, chink chink chink Each light made that noise as it shut off, sat there in darkness then there was a whirring noise. The door opened, “no that thing can get in here now, I shouldn’t have said it can’t get worse earlier, horror movie 101 never say it can’t get worse” I thought, “wait how do I know that.”
I stood up and stumbled to the door feeling may around the room by holding on to the wall. Every step I took a small thud echoed around the new room, “I need to get out of here and get back to- e-earth, was that the planet’s name?” I thought.
“I have to save this ship, my life and get home.” I thought, “to earth. earth “ I thought again, “I like that name, it makes me feel safe and at home.”
I walked down the hallway, the cold metal flooring making my feet sting. A small growl came from around me, I jumped back in fear, then my stomach was in pain. “Why is that noise coming from me? And why is my throat so dry… am I hungry or thirsty? Is that this feeling,” I thought.
Walking down this endless corridor in darkness, “I have to admit this is quite a bit frightening.” I thought, my stomach made the noise again, I winced at the pain it was causing me, walking for longer. “ I can’t see anything, where even am I, all I know is that right now I can’t speak or that thing will find me.”
I walk further and further in the darkness, then the whirring sound again. A door opened, It sounded like it was in front of me, I walked forward.
The most amazing smells filled my noise, “wow” I dived around the room looking for the source of the amazing smell. Until I found my hands on the source of the smell. It was squishy, I stuffed it into my mouth “mmm” I smiled, I went to find more of this amazing discovery. I stood on this thing on the floor and fell forwards. Clunk my head smashed against the floor, I bit my lip to stop me from screaming in pain. I grabbed onto the side of a table, my hand hit a button on the table. A big blue screen lit up on the wall, Illuminating the room a large image of an old man with wispy grey hair, wrinkles on his face. He was wearing a white coat like a scientist.
“Hello Sallie, you may have found the dairy in the chamber room, from that you may already know what you are. And if you are seeing this I will more than likely be dead, i could have died of old age or…” He hesitated for a few seconds, “There is a creature on the ship with us we don’t know how it got in or how to defeat it.. I’m sorry and you may have remembered some things like Earth or movies, well this is because we extracted memories out of the woman you’re a clone of..” Loud clattering came on the screen and then it shut off. Just a white light.
With this limited light I ran to the sink, and grabbed a cup of water and drank it down in one gulp, I stepped to a table, just then the large screen shut off, “oh no.” I mumbled, I reached my hand onto the table feeling for anything to help me. My hand felt a rubbery material. I picked it up and felt a button, I pressed it and a light flickered off the end of the contraption. I remembered something , running through a forest with a girl, giggling and then I picked up a shovel.
“These aren’t my memories there hers not mine, whoever she is.” I said.
Click.
Click.
Click.
A noise on the ceiling went. I looked around, shining the torch around the room, but nothing. Thud, something dropped on the floor. I walked over to the thing, it was the body of a man. I stumbled backwards and fell on the floor shuffling backwards. I heard a scuttling noise across the roof I threw the torch, It landed on the table the light shining on the wall, and there was a massive monster, green slime costing its body, razor sharp teeth, saliva throthing out the things mouth, but there was some sort of human like body shaping to it.
Chapter 4
I sit there on the floor, my heart pounding.
Click.
Click.
Click.
it made that noise again, “why can’t I move, oh I wish I could just leave this place.” I thought, shuffling my arm slightly, it made a small noise.
The thing started looked up and stared at me. Slow, low growling its body slowly crawling off the wall crawling towards me, Its feet made a loud ding noise on the metal floor every step it took.
I grabbed the flashlight and shuffled backwards. The thing stopped in the middle of the floor. My breathing heavy, “I can’t take anymore of this, I feel like I’m going to faint.” I thought, I slowly stood up, taking slow steps backwards one at a time, the tiniest noise everytime I took a step.
Finally I reached the open door of the room,
I looked behind me clutching the torch. I turned around and ran for it. Loud noises echoed every time my foot hit the ground. Then I heard small shuffling noises from behind me.
Click.
Click.
Click.
It was near me, I ran picking up my pace, I smacked my head off a wall falling to the ground.
I winced in pain “running in darkness was not the best option but putting the torch on it could alert the creature.” I thought. The creature’s noises had stopped now…
I forgot I had the torch in my hands, I stood up. I stood there for a few seconds feeling dazed, it was like the room was spinning around. Then a loud noise came from below me,
The torch hit the floor, suddenly coming to my senses I looked down at the torch. About to run for it “the torch is my only source for light should I wast time grabbing it or-”
Click.
Click.
Click.
I dive forwards grabbing the torch, It clenched in my hands, My head still aching “I guess this is the terrible durability it was on about in the book” I thought. I ran as fast as I could. The thing was behind me. The sound of claws pounding the ground as it chased after me.
I ran through what felt to be a doorway, the thing sounded like it wasn’t following me. I switched on the torch, shining it around the room. Then next to me I heard a plop, a green frothy liquid was on the floor beside me and then I looked up, the thing was on the roof. I jump to the side diving under a table Panting heavily, I stare around the room. I switch off my torch, Trying to look around the dark room.
Click.
Click.
Click.
I sit there, waiting, watching, listening. For this thing to leave. A small scuttling noise came from behind me. I swiftly turn around, nothing.
Click.
Click.
Click.
I heard it slowly getting closer, and closer.
“Will it attack me, will it find me. What’s going to happen? I don’t want to die.” I thought, tears well up in my eyes. I sniff my nose.
Click.
Click.
Click.
The thing scuttled towards me…
Sitting in the darkness, hearing the monster get closer and closer. “Should I stay here or run for it… well in that book it said I had better stamina? Was it, I can’t remember… it could still catch up to me but-”. I could see the monster now, even in the dark. It crawled closer, it was lurching over me.
I look at my hands and see them coloured in crimson red blood, my head started having terrible stinging pains…
I screwed my eyes closed, I stood there in a forest, a shovel in my hands.
I dropped the shovel on the ground and looked down at my hands, they were covered in blood.
I opened my eyes again, “no no no!” I screamed, I didn’t do this, it was that woman. I scrambled away from the creature, slowly standing up I looked at the creature and walked backwards. “I’m Running I won’t stop. I will keep running until I find a way out of here.” I panted,
I turned the torch on, scared of what I would see.
Chapter 5
I ran somewhere. “But I still can’t see, how do I know it’s not behind me.” I thought. I crouched down on the floor, too scared to put on my torch. I grip onto the torch and pipe, Every small noise I turn to find nothing. “You’re just scared, you knocked the thing out.” I whispered to myself, My eyes started to feel extremely heavy, Like at any moment they would just close forever. “I can’t sleep, that thing could attack me at any time. Stay awake.” I whispered, hitting myself in the face to forcibly stay awake.
My eyes slowly closing, “no stay awa-”
A loud clatter hit the floor,
Click.
Click.
Click.
I clench the flashlight in my hands, my body not moving, My breaths become quicker, my heart rate faster. My hand slowly moved across the torch.
I finally blinked, now it was like my eyes were glued together. Using my fingertips to sense the button now. I feel it, about to press the button… “no!” I screamed, I dropped the torch. Moving my hands to my eyes, Managing to pry my eyes open. I looked around in the darkness slowly moving my hand around to find the torch in the darkness. Suddenly I feel my hand shoot a stinging pain across my body. I looked at my hand, inches away from my face. There was a small dot like a needle shot, I felt and it hurt worse than other pain.
Remembering when I thought this thing off, Suddenly I remember the thing touching my hand with its tail. “Is it like some sort of scorpion? Is that why my body’s so drained of energy?” I thought.
Click.
Click.
Click.
Darkness, no torch to help me see… The monster dived at me, I screamed louder than I ever had before, I tried with all my strength to push the creature off my body but it was still too strong.
I painfully move my arm to the left and grab the pipe, I screw my eyes closed. Shoving the pipe in its mouth. The Monster fell onto the floor hearing it cougth. I move my arms forwards pushing my body across the floor. Then a pain shot throughout my body, I stopped and yelped in pain clenching my chest. Tears filling my eyes, “what is happening!” I screamed. The creature’s head shot up.
Click.
Click.
Click.
I twisted on the floor, “get off!” I screamed.
It just kept dragging me, I pushed my arms in front of me to try and escape, but it was just too strong. Remembering the events of the day, I burst out into tears. Screaming at this monster I will stop it, It just kept dragging me…
Its razor sharp teeth sinking into my ankles.I closed my eyes,
“It might as well be over, I really don’t care anymore. I dont have the energy, the strength… Nothing.” I thought.
I slowly opened my eyes, it was still dragging me, I looked around the darkness and saw something on the floor, I reached out my arm, with some sudden adrenaline my fingers barely touched it as the monster continued pulling me.
I had the object in my hands, Running my finger along the blade. “It’s a knife…” I thought. Stuffing the knife in my pocket, It still dragged me.It dragged me to a room, the only room with light, After not seeing light for so long my eyes burned like fire was melting them. It stopped in the room. I layed on the floor not able to move. “Hello..” A voice said behind me.
My body jumped, at the noise of another person speaking. It walked up behind me and I felt them put their high-heel on my back, pinning me to the ground. My body winced in pain, “ah, who are you and what are you doing?” I gasped.
They grabbed my arm and pulled me up against a wall and sat me so I could see their face. My body froze, “no no no.” I whispered, not believing what could be happening.
“They said you were dead.”
“Well they were wrong weren’t they!” She laughed, “my dear clone, I never knew you were such a fighter… Do you know my real name? It’s Alice, so you can call me that.
Sallie was just a fake name.” Alice smiled, cupping her hands around my face.
“You… Please. Help me,” I whispered,
“Ha! Do you think I’m a good guy? You worked so hard to destroy my creation here. I don’t think I can help you.” She smiled, her red velvet dress draping across the floor and her big black heels hitting the floor as she walked to a chair to watch me.
“Do you know what’s happening, Well my dear creation stung you so and the chemicals in that are sowing your heart rate until you die.. And I have the one and only cure…I can’t wait to watch you die.” She laughed maniacally, Tossing a bottle in her hands. “Y-you M-mmonnster” I whispered, not even wanting to yell.
“Do you want to know my plan? I’m taking my dear creation here to Earth, and we’re going to become more in control of the government, the royals and the rich. Because fear conquers all… Do you remember Amai?” She smiled, I suddenly remembered all of these memories of Alice and Amai being great friends…
“We were the greatest of friends until our twenties because I got an amazing job with a lot of technology… I killed her and made her something better. My sweet creation is her. I needed someone who trusted me and had the required strength, smarts and more… So I killed her and snook her onto this ship, with all the technology I needed, where for years I created my beautiful monster and more like poisons, which you already know about.” She screamed, an insane look on her face.
I looked into the monsters eyes, They were the soft brown, tears welling up inside them.
“She wants to be set free…” I thought.
“Amai im sorry,” I screamed, running at the creature with the knife,”What are you doing!” Alice yelled, I stabbed at least ten times in the head. “What are you doing, fight her off, you idiot!” Alice screamed.
The creature didn’t even try to fight me off, it just smiled, I could tell in her eyes she was finally free.
I turned around with hardly no energy left, I dived at Alice, pinning her to the ground.
I went to stab her in the head but she moved her head just in time.
“You don’t know why I did it, do you?
All of my life, as far back as I can remember. No one cared for me, not even my own parents, and then I realised that the only way to be noticed and respected in this world is to be famous, rich… so I decided to make a monster to be respected and I could buy all the friends I want with all of the money”
“I just wanted to be loved, but I did it the wrong way…I deserve what’s coming.” She cried, “Amai was your best friend, she loved you. But you couldn’t see that.” I whispered,
“I’m sorry,” She whispered.
I grabbed the cure and drank it, I was still tired but I wasn’t dying, and I walked out the room. There was a panel and I locked the door and put zero oxygen on…
“She must have put all the energy into that room so I need to find out how to get it back.” Running through the darkness of the hallways searching for the source of power.
Chapter 6
I slowly step in the darkness, into a new room. My body is still aching, but still I walk around the room searching for a way out of here.
“Where is the electricity room!” I yell in frustration. Sensing my away around in the darkness, I feel something. “A switch?” I grabbed the handle and pulled it down. A small torch fell out of the gap in the wall. I turn the torch on, shining it around the room, suddenly I see a piece of paper nailed to the wall, I slowly step over to it. Shining the light on the paper. It had little passageways and labelled rooms on it. “A map!” I shouted in joy. Slowly grabbing each edge of the map I pull it off the wall.
I look at the small labelled rooms on the map. “where is it?” I repeat over and over to myself . Suddenly out the corner of my eye is a little room on the map labelled “electrics”. I stare at it. Trying to find out where I am now “I grab a red marker from the desk and circle the Electrical room. I stand up a skip in step. “ I can get out of this place” I whisper, excited as I could ever be. “So maybe I could look around for any main places to find out where I am.
I walk out of the room torch in one hand map in the other, I step around looking for any obvious places I could be. “Where am I,” I mumble. Suddenly I smell the most amazing smell… It was the food from before. I dived through the hallway in front of the door of the source of the luxurious smell. I sit on the floor shining the torch on the map. My eyes were running back and forth around the map until I found a room labelled “lunch room” . I grabbed the red marker out of my pocket and circled the room on the map. “No… Why does it have to be on the other side of the ship.” I moan, standing up and preparing to take the long walk around to the other side of the ship.
My feet aching, my body exhausted, I finally made it to the room. Standing in front of the room, I collapsed on the floor, so tired “How- Big- is- this- ship.” I gasped, I slowly stood up and walked into the room. The floor was wet like it had flooded. “Why is it wet?” I mumbled, I walked around the room to see at least thirty cables tied together, One of them sticking out joined to a room named “Sitting Room.”
“Hmm, that must be the room where…She was.” I mumbled, not even wanting to say her name.
I pulled the cable out of the room, I grabbed all of the cables and felt them thinking how I could put the electricity on.
I grabbed the long line of cables, it was almost the length of my body. The ends sparking, I touched it and lifted the cables, which were extremely heavy as I was about to separate them to put into the right places I heard.
Click.
Click.
Click.
I looked around the room, shining my torch on any hidden corners in the room. I noticed at least ten of those monsters on the top of a large cabinet. The same sad eyes but some were blue green all different colours “not again…” I think my eyes are welling up with tears.
I step backwards on the dry flooring, holding the cables in my hands. The monsters advanced closer.
Click.
Click.
Click.
My body walked backwards further and further until. I stopped when a wall was behind me… The monsters slowly moved closer and closer. I scrunch my eyes closed. Too tired to run, too tired to attack, I remember before I walked out of the room to turn off the oxygen, Alice pointed her finger at me. Then I didn’t know what she was doing but if I looked up there were more of them. She sent them after me before she died. They must have escaped the room after I locked it, But who are they…. The crew, it must be.
I looked at them, their eyes so sad. In pain it was like they were ventriloquist dummies and couldn’t control what they were doing.
I looked at them, my heart ached to see the sadness on their faces. I looked at the floor and then it hit me. “I can destroy you once and for all.” I whispered, I ran around the room and lured the creatures towards me. It stood there in the water. I grabbed the cable and threw it in the water. Just in time I jumped out the water, The creatures fell to the ground small puffs of smoke flying off them. I smiled weakly. Then I realised I don’t have any electricity to escape now.
As we encourage learners to have cameras on, one question we are frequently asked is whether or not we record our tutorials. Here are five reasons we have decided that recordings are not the best way to support our learners:
1. We want to encourage interaction (and create the freedom to make mistakes!)
Imagine for a moment that I ask you to do something you find challenging. Maybe it’s something mathematical. Perhaps it’s to do with spelling. Maybe it’s some form of skilled physical activity. You would rightly feel a bit uncomfortable. It’s ok though, because as a tutor I will reassure you, encourage you, give you praise and gently correct you as you learn. I’ll also let you know it’s alright to get things wrong. That is, after all, how we learn: through making mistakes and trying again. But for this to work, we need to feel we’re in an environment where we can safely make mistakes.
A sense of suddenly having to ‘perform’ arises and you become conscious that this moment, this moment where you are about to struggle to do something challenging, is about to become something permanent.
Tutor Dave
Now let’s imagine that I am going to record you as you attempt this difficult activity. As you attempt it, you become conscious of a red light blinking on my camera: recording has begun. A sense of suddenly having to ‘perform’ arises and you become conscious that this moment, this moment where you are about to struggle to do something challenging, is about to become something permanent. Your worry deepens when I tell you that this recording will be available for others to watch as many times as they want.
Would you prefer to just sit it out? Maybe just watch from the sidelines? It would be understandable if you did.
Young people are already highly sensitive to the opinions of their peers, so asking them to interact in tutorials is challenging to begin with. Recording our small group tutorials makes things more difficult for them. And this becomes even more problematic for those learners who experience anxiety.
2. To better support learners who are anxious or face other challenges
As former teachers, we know the pressures schools are facing to try to do their best for their students. We also know that it’s not always possible to meet their needs within the school system. Many learners come to us because they have not found the support they needed or because they have not have felt sufficiently challenged. Perhaps the way things are done in schools just isn’t quite right for them for one reason or another and we are happy to be able to support them in whichever way is best. But some learners come to us because they have anxiety. For these learners, the thought of being in a room full of their peers may feel genuinely frightening, and the thought of being put on the spot to answer questions is even worse. Because many of our learners have had this experience, we try to keep triggers for anxiety to a minimum. There are many ways we do this, which are woven in to our teaching practice, but keeping our groups small and not recording lessons is a big part of it. Both Tutors Andy and Dave have experience working in mental health (NHS, CAMHS, Delphis) and also in schools, so we understand that there is often a gap between the support that children need at school, and the support they actually get, despite the often heroic efforts of the teachers and other staff in schools. Tutor Led Learning exists to support our learners’ mental wellbeing as well as their education. In our opinion, these things go hand in hand.
3. To be responsive and flexible, and avoid giving ‘lectures’
Tutor Led Learning’s small group tutorials are not simply lectures, which could easily be recorded to be sold over and over again. Instead, our focus is on creating interactive moments. We encourage learners to share their ideas. We allow them to complete tasks and receive almost instant feedback. And we go with the natural flow of the needs of the learners.
The style to create recorded lessons has to be different. It has to be more like a lecture.
…responding to the shifting dynamics of a group of learners and their evolving knowledge (and mood) as tutorials progress is at the heart of good teaching.
Tutor Dave
It means responding less to students in the moment and sticking more to a script. This may work for some tutors, but responding to the shifting dynamics of a group of learners and their evolving knowledge (and mood) as tutorials progress is at the heart of good teaching. Ploughing on through lesson content because it is being recorded is no way to effectively support the learners who are in that group. In fact, the main goal is no longer about supporting individual students, but is about ensuring that you don’t ‘slip up’. You are being recorded, after all.
Therefore tutors might avoid engaging with learners in case they say the ‘wrong’ thing or ask difficult questions. At Tutor Led Learning we want learners to ask us challenging questions. We want them to think outside the box and test out new ideas. And we want to create an environment in our groups that allows this to happen. Recording tutorials would simply not promote this because we would have to fundamentally change our teaching style from one that is about individuals and their progress, to one which is more generic, less personalised and ultimately less beneficial for our learners.
For some learners, knowing a recording will become available can be a reason not to engage with the lesson as it happens. Or perhaps not attend the lesson at all. If it will be available for them to watch later on, why bother to be in the lesson?
It matters because our learners are learning together.
Learners can be keen to share the knowledge they have and often the best thing a tutor can do is know when to step back and let the learners teach each other.
Tutor Dave
They get to discuss concepts and questions as they arise and bounce ideas off each other. They also learn the art of speaking in a group: knowing how and when to jump in with their ideas, learning how to disagree in a respectful way, and learning how to persuade others of their point of view. These are vitals skills we need throughout our lives and having an opportunity to practise them in tutorials is invaluable. It’s also a chance for young people to learn from each other. Learners can be keen to share the knowledge they have and often the best thing a tutor can do is know when to step back and let the learners teach each other. Often they express concepts in a way that the others just ‘get’ or they use examples that chime with the experiences of their peers.
A recording also doesn’t allow the tutor to help the learner there and then and one of the most powerful ways a tutor can help a learner is to give feedback in the moment.
5. To encourage social interaction and friendships
Simply watching back lessons that have been recorded may seem like it is the same as being involved, but it is not. In fact, for some learners, it can be quite the opposite. It may become isolating and create the sense of being an outside observer, rather than a participant.
Often, the friends we make in our childhood become the friends we have in our adult lives. When we are young many of these friendships happen because we are learning alongside others of a similar age. The shared experience of learning creates instant topics of conversation and amusing moments in tutorials become running jokes for years to come. Recording tutorials would stifle this interaction and require that the tutorial moves on relentlessly, not allowing for these important moments in our lives because it doesn’t add to the ‘learning’. We are proud to create time for these moments in our tutorials, have learners become friends in our tutorials and even travel across the country to meet up in real life!
So, there you have it, 5 reasons we have decided not to record our tutorials. If you are wondering how learners who miss our tutorials can catch up, then the answer is that we will help them! Many tutorials have content that can be accessed online and we are happy to email over work with explanations when needed. Many tutorials have worksheets available in Google Classroom that can be accessed at any time and, because we run tutorials rather than large webinar-style lectures, we can take the time to help students catch up and respond to the questions they have in our tutorials.
Rose, age 14, wrote this chilling science-fiction story in our Upper KS3 Creative Writing tutorials.
In creative writing, one of the biggest challenges is often knowing how to help students get started. Students can be really enthusiastic to write, but the prospect of staring at a blank page can be really daunting for them.
To help overcome this, students were given a rough outline of a science-fiction story, (specially written by Tutor Dave), which included a typical narrative arc, suggestions for common sci-fi character types and a range of other tropes.
The story outline was broken into six sections and students developed and extended the outline of the story over the six tutorials in the topic, completing more in their own time if they wanted to.
“This is a brilliant piece of writing, Rose. It is rich in description and you have structured it in such a way as to clearly convey your protagonist’s sense of confusion by making them discover what is going on at the same pace as the reader. You have used a wide range of sophisticated vocabulary and techniques in your work, which adds a certain maturity to your writing. You might want to, in future pieces, consider the effect of similes a little more as there is sometimes a clash between the tone of your writing and the tone of the similes you have chosen. However, this is excellent overall, Rose – well done :)”
Feedback from Tutor Dave
To unleash your child’s creativity and help them to write like this, join our Upper/Lower KS3 English Tutorials.
A Science-Fiction Story
I wake with an urgency, every thought in high definition, as if sleeping has become a danger. I desperately need to move, to shake the numb, heavy sensation out of my body. I feel as though I haven’t moved since the last ice age, like a worm stuck in limbo. My brain is thick and slow but I am aware of thinking even though my head is as empty as a bird’s nest in December, and has been for the last millenia. Instinctively, I know that even the smallest movement will be exhausting to the extreme but at the same time, I don’t remember ever being this energised. The effort of breathing is immense, every breath draining me of the little strength I have like a sponge squeezed of water. I am magnetised to the floor, cold on my exposed back and I realise I am not wearing any clothes. For the first time, I notice the temperature. It’s freezing and my newly awakened brain springs into action, imagining all the cold things in the world:
As cold as ice. That’s a classic.
As cold as frozen water. Wait a minute, that is the same as ice!
As cold as snow.
As cold as cucumbers.
As cold as a snowball on a very cold winter morning. Wow, that one is terrible!
As cold as a frog. Frogs aren’t even that cold…
As cold as a dead man’s nose.
The last one is rather unsettling so I try to turn my thoughts to something a bit more positive but now all I can think of is a dead man, eyes staring blankly up at me, jaw slack and mouth slightly open, nose frighteningly blue.
Unable to turn my thoughts away from the face which I now realise to be my late father’s, I decide to try opening my eyes which, until now, I hadn’t been aware are closed. I take a minute to steel myself before attempting the seemingly gargantuan task. Sixty seconds pass. Then another twenty. Ten more. Five minutes…
After procrastinating for a while (a really long while), I finally open my eyes with surprisingly little effort. Blinding white light. Searing pain penetrates my skull, rickashaying around the inside of my head, confusing my thoughts, my mind, me. My brain is on fire. Flames burst from me in a piercing scream of pure agony. Everything goes suddenly black.
I slowly regain consciousness, memories coming to me in disorderly flashes. My mind is as tired as a worn out shoe but I try to work out the chronological sequence of events, piecing together the little snippets of information to form a beginning, a middle and an end. The details elude me but finally I have a storyline which, admittedly, isn’t comparable to the works of Shakespeare but it is something: waking up, the cold, the white light, then blackness. I begin to wonder what my story is, the story of my life, not just the last half hour. I have a name don’t I? And a family? How old am I? These are all things I should know but don’t seem to. It’s all so frustrating but I mean to find out the answers to these six questions:
Who am I?
What am I?
Where am I?
When is this?
Why am I here?
How did I get here?
Question 3 seems to be the most straightforward to answer so I decide to start with that one. I hesitate before opening my eyes again but this time it doesn’t hurt although it still isn’t exactly a pleasant sensation as I look around at my surroundings. Everything is white and I can’t quite distinguish the different features of the room I am in. I lift my arm, wanting to know how far I can reach. My hand quickly comes into contact with something clear, cold and hard that seems to be the sides of a container. My fingers, shocked by the intense numbness now creeping slowly up my arm, stumble drunkenly across the surface of the ‘solid air’. I feel desperately to each side in an attempt to determine if I am inside or outside of the container. I am inside. Trapped.
I push against the air, fear making me strong. I push and push and keep on pushing. The numbness is overwhelming, flowing down my arms and flooding my body with a terrifying sense of not feeling. But still I push with all my might. It could be my imagination but I think I feel it start to give. My heart throws itself painfully against my ribs, pumping energy through my weary body with a frantic rapidity. I push for what seems like forever. My arms begin to grow tired but my new found strength doesn’t fail me. Eventually, it shatters. The air splits into a million pieces, each shard hitting the floor with a faint tinkle. Breathing a deep sigh of relief, I let my arms fall back down to my sides.
…
I sit up, surprised when my body obeys the command. As I look around from this new perspective, I can just make out the details of my surroundings. All the white surfaces seem to blur into one before me but, as my eyes adjust to the intense lack of colour, I can almost see the faint outlines of blank windows, busy control panels and high-tech chairs slowly growing stronger. I seem to be inside a spaceship from a rather dull futuristic novel. Everywhere, there must be hundreds of bleeping monitors and flashing lights but it is utterly silent and white. Slowly, my eyes and ears begin to process all the colour and noise as if a filter has been lifted, letting everything in. My ears start to pick up the beeping and buzzing I had imagined there would be, conveying meaning and urgency to whoever can understand. As I look around with my colourful new lens, I see for the first time the amazing vibrance and variety of hues that cover every surface, each with a different significance and each as bright as the next. One light in particular catches my eye. It flashes red, danger, help. I try to stand, desperate to investigate. Swaying on the spot, I feel light headed but manage to remain upright. I take one shakey step, then another, and another until I reach the red light. I don’t know what it means but it definitely isn’t good. I call out. My voice is rough and faint, unaccustomed to shouting. I try again and this time the noise is stronger, more certain. It rebounds off the walls, repeating one word over and over again; ‘help’.
My discovery has somewhat dampened my satisfaction of answering Question 3 so I decide to try 5 and 6. I turn my back on the light as I try to banish the sense of foreboding that has settled in the pit of my stomach.
Mine isn’t the only pod. There are hundreds, thousands even. All in neat, orderly rows, with just enough space to walk between. I stagger over to the nearest pod, tripping over my feet like a newborn giraffe. I lean on the solid air in an attempt to stay upright as I peer into the pod. Inside, I see a woman. Her hair flows gracefully, as if underwater. She looks so peaceful but, deep down, I know she is dead. My heart quickens but I manage to stay calm. What if I am the only living person on this ship? I look into the next pod. A child lies as if asleep, also dead. I look into another and another. Everyone is dead. I am the only one left.
I know its stupid but I am just really relieved that they aren’t gruesome corpses, that they look almost happy inside their pods. I should be thinking about escaping or something serious like that but all my thoughts are focused on living and being the only survivor. That is a horrible thing to think and I instantly regret it but I can’t help but skip a little as I make my way back towards the control panel and the flashing red light.
I run my hand over all the levers and dials, trying to resist pressing a button. All the colours are exciting and new, blinking back at me from all angles, reflecting off the different surfaces. Pressing just one button won’t hurt will it? My hand might slip and accidentally push that big purple one. It wouldn’t be my fault really. I might not even press it. My finger hovers over the button, wanting action after the never-ending nothing. The ship swerves just as my hand is about to accidentally slip, sending me flying to the floor.
I sit up, disorientated. The fall seems to have brought me to my senses. My head spins as the gravity of my situation hits me for the first time. Who is driving this thing?!
I have the strength to run now, so I do. Staring into the flashing red button, I notice a really, really tiny word written on its surface. My eyes struggle to focus, blurring the letters together. The first letter is very small – a ‘t’… or an ‘f’? The word definitely has four letters. I think it ends in ‘el’ but I can’t be sure. I curse my smudgy eyes. Maybe it is ‘ci’? The second letter could be ‘y’. ‘Tyel’ isn’t a word and nor is ‘fyci’. The ‘y’ might be a ‘u’ or possibly an ‘x’. I wrack my brain for a word that fits at least some of these requirements. I come up with nothing so I decide to continue eliminating possibilities through trial and error. It can’t be ‘fxel’ and ‘tuci’ doesn’t sound right. ‘Fxci’? Or ‘Tule’? Umm… fu- fue- fuel! It says fuel!! My heart begins to beat faster – the ship is running out of power and I am the only living person (as far as I know) who can do anything to avert the disaster.
Panic overwhelms me, drowning my rational thoughts in the murky waters of despair. Resurfacing briefly, I start to understand the answer to Question 5. Why am I here? I breathe deeply, dragging truth and fear into my lungs. I have been kept alive as a kind of ‘just incase’. The lack of fuel led to the demise of my fellow travellers as the machine became unable to sustain so many people without sufficient energy. It sensed the impending doom so woke me in the hope that I knew how to fly a spaceship without any fuel or an instruction manual. I don’t even know where the steering wheel is!
