Writing RUNT with Craig Silvey
In this engaging session, Craig will take students behind the scenes of RUNT - a heartwarming and adventurous film about eleven-year-old Annie Shearer and her loyal dog Runt, as they work together to save their family farm in the country town of Upson Downs.
Designed for Years 3–6, this session offers valuable insights into the creative process of adapting a novel for the screen. It’s an ideal opportunity for young storytellers to explore themes of narrative, character development and screenwriting, while learning from one of Australia’s most celebrated writers.
Before the workshop
Watch the workshop
Coming soon!
After the workshop
Australian Curriculum Links
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Language |
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Literature |
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Literacy |
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Inquiring |
• Questions developed support the process of improving knowledge and understanding about a topic or investigation. • Identify and examine relevant information and opinion from a range of sources, including visual information and digital sources. |
• Questions developed focus on improving understanding about a topic and clarifying information about processes or procedures. • Identify and examine relevant information and opinion from a range of sources, including visual information and digital sources. |
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Generating |
• Create possibilities by connecting or creatively expanding on new and known ideas in a variety of ways. • Put ideas into action by predicting an outcome, trialling options and assessing their effectiveness. |
• Create possibilities by changing, combining, or elaborating on new and known ideas in a variety of creative ways. • Put ideas into action by predicting potential or future outcomes and systematically testing a range of options. |
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Analysing |
• Draw conclusions and make choices when completing tasks, using observation and prior knowledge to provide reasons and construct arguments for choices made. • Evaluate the effectiveness of a course of action or the outcome of a task, including using a given or co-developed set of criteria to support decisions. |
• Draw conclusions and make choices when completing tasks, using discipline knowledge to provide reasons and evaluate arguments for choices made. • Evaluate the effectiveness of a course of action or the outcome of a task, including using a given or co-developed set of criteria to support decisions. |
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Reflecting |
• Select, describe and reflect on the thinking and learning strategies and processes used when completing activities and drawing conclusions. • Use aspects of knowledge and skills gained in one setting to inform learning in a new setting or context. |
• Identify and reflect on thinking and assumptions when completing activities or drawing conclusions. • Apply aspects of knowledge and skills gained in one context to a new or unrelated context to achieve a specific purpose. |
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Exploring and responding |
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This resource is co-developed by the ACTF and ACMI.
