
As much as this post is about The Gruffalo's Child, it's about a loveable, two-headed creature called Namgoona ...
School sent us a daunting poem about Perseus and Medusa to read and digest, and the challenge to invent a mythical creature of our own and write a rhyming poem about it.
Surprisingly, literacy has been our biggest academic bugbear of lockdown. Maths presents an endless array of puzzles and magic, with only correct and incorrect answers. Creative time has infinite possibilities. But no matter how we put it, literacy involves reading and writing, and the word-count for each of these was less each day.

We read the story. We re-told it with instruments for different voices. We found the rhyming words; I had them guessing the end of each line. We read it until we were chanting it in our sleep. And when we went out, we found ourselves making mythical creatures with our shadows.

Meanwhile, in literacy we discussed what made a mythical creature mythical, deciding to 'become' Julia Donaldson and invent our own. Full gratitude to school for breaking down the process into daily bitesize chunks: We began by enacting our invented creatures - Feets, grabbing a teddy, found herself to have two heads, and eight arms and legs. Bean, grateful for an excuse to roar, became a dinosaur. Naturally the two creatures clashed, and the ensuing battle suited the children but not poor Mr Liam, working in the room next door.
So we 'froze' the scene and I gathered a description of their respective characters. This was a breakthrough for me - to ask Feets to do the thinking on one day, and the writing on another, and not to combine the two. The range of adjectives, similes and the rest was fresh and imaginative, and I dug it out the next day for us to build together into phrases.


Over three days, a rather magical poem was born. On the first day, we wrote a draft, while I scribed. The next day we edited it, cutting it up and rearranging, both of us scribbling bits out and adding others. On the third day, tasked with no further thinking, Feets wrote it up 'in neat'.

So, having 'nailed' our collaborative technique, the next week we mapped out our story, wrote it into rhyming couplets with interjections from both children (by now, Bean had a firm grip on rhyming words!), chopped it up and edited it to address narrative flow and fill any holes.


Aware that Bean had little idea how the show would pull together or appear to an audience, and little attention span for practising, I performed the rehearsal for the children, who were delighted to role play their own trip to the theatre, before they came 'back stage' and we performed it together for the most important (and forgiving!) audience of all: Mr Liam and an array of teddies.
Our children really revealed their contrasting temperaments in the performance - Bean beaming through the stage at Daddy, while Feets directed efficiently from behind the scenes, reluctant to show her face.
While I regularly counselled myself to take a break from such high-energy, intensive home-schooling, I could never manage it for long because of this - because tying all our learning together towards some kind of coherent outcome gave it purpose and meaning. It created a narrative flow to each week and kept my own momentum going as well as that of the kids'. I remember the same from every moment of professional teaching - the most successful projects had a clear vision and a tangible audience. Thanks Mr Liam for so often being our audience!