Quick writes

Also known as: quick writing prompts, minisagas, drabbles, microfiction

Quick writes involve students writing rapidly and without stopping in response to a prompt, such as an open-ended question, photograph, 360º image, meme, audio clip or short video. They:

  • provide educators with an opportunity to informally assess students' thinking
  • support students to develop writing fluency and create a habit of reflection
  • encourage the development of ideas and creative expression, with a minimal focus on structure and refinement.

Quick, write

ICT templates

Learning activity templates

Google templates 

Ensure you are logged into your Google account before accessing these templates.

Microsoft templates

Ensure you are logged into your Microsoft account before accessing these templates. To edit Microsoft templates, go to:
File > Download a Copy.

How to use with ICT

  • Access thousands of customisable templates in Canva for Education to create your own writing prompts.

External resources

Find out more resources
Title Link Description
100 Writing prompts for middle school by John Spencer 100 Writing prompts for middle school

John Spencer’s set of visual and video prompts in one PowerPoint file. Age recommendation is for upper primary and lower secondary students.

Six Ways to Use Quick Writes to Promote Learning Six ways to use quick writes

An article from On Course about implementing quick write activities in class. The focus of the article is college classrooms, but the goals and strategies are relevant to students of all ages.

50 Writing prompts for all grade levels by Todd Finley  50 Writing prompts for all grade levels Todd Finley’s article gives guidance for using his collection of writing prompts that asks young writers to think through real or imagined events, their emotions and a few unusual scenarios.
Pobble 365 Pobble 365: One picture. One teaching resource. Everyday. A collection of 365 images, one for each day of the year, which can be used to inspire writing. Each image is supported by a range of literacy activities and many of the images also link to examples of student writing samples.



Links to third-party websites:

If you use the links provided on this website to access a third party’s website, you acknowledge that the terms of use, including licence terms set out on the third party’s website apply to the use which may be made of the materials on that third party’s website or where permitted by the Copyright Act 1968 (Cth).

The department accepts no responsibility for content on third-party websites.

Personalised learning

Students with disability

When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.

Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.


To support your understanding of inclusive curriculum planning, enrol in the microlearning course: Curriculum planning for every student in every classroom. This online series is designed to equip K-12 teachers to effectively identify and meet the diverse learning needs of all their students


High potential and gifted learning and support

When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development.  These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.


Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.


Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.


For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.


Preparation time

Teaching time

General capabilities