Creative Transform sits at the Creative row and the Transform column of the PICRAT grid. Students are creative; the technology is enabling something that could not happen without it.
Art
Generative art piece responding to live data
Each student builds a small generative art piece in p5.js that responds to live data (mouse movement, audio input, current weather data, time of day). The piece must be defensibly generative (not just decorative) and must change visibly when the input changes. Students publish to a class gallery and write a 150-word artist's statement.
Tools: p5.js
Augmented reality public art installation
Each student designs a virtual sculpture or installation that exists at a specific real-world location (e.g. the school's main entrance, a local park, a town square). The installation must be viewable through an AR app when a viewer points their phone camera at the location. Students present by walking the class to the site and demonstrating.
Tools: Adobe Aero
Digital portfolio with embedded process video
Each student builds a digital portfolio of their term's artwork. The portfolio includes images of each piece, an embedded time-lapse video of the work in progress (filmed during studio sessions), a 200-word voice-over for each piece explaining intent and choices, and links to the source images and influences they researched.
Tools: Google Sites
Collaborative virtual gallery curating student work
The class collaboratively builds a virtual 3D gallery space curating their A-Level portfolio work. Each student designs one room of the gallery, selecting their own works plus two pieces from classmates' portfolios with curatorial rationale. The class navigates the gallery during a launch event and writes critical responses to other rooms.
Tools: CoSpaces
A-Level portfolio with AR walkthrough of physical exhibition
Each student builds an A-Level portfolio that includes an AR walkthrough of their physical exhibition. The AR layer adds a virtual layer to each physical artwork: process video, voice-over commentary, alternative compositional choices the artist considered. Visitors view the physical work and the AR enhancements simultaneously through their phone camera.
Tools: Adobe Aero, Procreate
Generative art responsive to spectator biometric data
Each student builds a generative artwork that responds to spectator biometric data (heart rate via wrist sensor, facial expression via webcam, breath rhythm via microphone). The artwork changes visibly when different spectators engage. Each piece is presented to the class with a 200-word artist statement.
Tools: p5.js
English
Pair podcast on literary analysis with audio quotes and sound design
Pairs record an eight-minute podcast analysing one motif across a novel they have studied. The podcast must include three pair-recorded readings of quotes from the text, a music bed chosen to match the motif's emotional weight, and a thesis defended with at least two pieces of evidence. Pairs publish to a class podcast feed.
Tools: GarageBand
Branching narrative built in Twine, played by classmates
Each student builds a branching short story in Twine. The story has at least three decision points and four endings. Each branch must explore a different theme (loyalty, identity, fear, hope). At the end of the project the class plays each other's stories and writes a short response on which branches felt the most justified by the writer's craft.
Tools: Twine
Multimedia thesis essay submitted as an interactive web page
Each student picks a contemporary global issue (gender pay gap, plastic pollution, AI in education). They build a single web page that argues a thesis. The page must include an embedded video clip with their commentary, hyperlinks to two primary sources, and an interactive thesis map (a clickable diagram showing claim, evidence, counterclaim, response). They peer-review three classmates' pages using a structured rubric.
Tools: Google Sites
Geography
Interactive class habitat map
The class collaboratively builds an interactive habitat map of the school grounds. Each pair surveys one habitat zone (a hedge, a corner of the playground, a flowerbed) over the week, photographs the species they find and adds them to a shared map with drop pins. Each pin opens to species notes the children write. Visitors navigate the map by zone.
Tools: Google Earth
Children build a digital story-map of their local area
Each child builds a digital story-map of their local area that includes at least four locations (their house, school, a chosen park, a chosen shop or community space). Each location has a child-recorded audio commentary explaining what happens there and one photo. Visitors navigate the map and listen to children's voices about their place.
Tools: Google Earth, Google Sites
360-degree virtual tour of school grounds
Small groups capture 360-degree photographs of six locations around the school grounds and stitch them into a virtual tour with child-recorded audio commentary describing what they observe at each location. They publish to a class showcase that visitors can navigate.
Tools: Google Earth
360-degree virtual tour with student commentary
Each student builds a 360-degree virtual tour of a fieldwork site (could be physical visit using a 360 camera, or a remote site using existing 360 imagery). The tour has waypoints with the student's audio commentary explaining geographical features, processes and human-environment interactions. They publish to a class showcase.
Tools: Google Earth
AR story-map of a local urban regeneration project
Each student builds an AR story-map of a local urban regeneration project (e.g. a redeveloped high street, a new housing estate, a converted dock). The map has waypoints; at each waypoint a viewer points their phone camera and sees a virtual overlay of "before" imagery, current data, and the student's voice-over interpretation. Students walk the class through their map at the actual location.
Tools: Adobe Aero, Google Earth
Interactive web page comparing two contrasting climates
Each student builds an interactive web page comparing two contrasting climate zones (e.g. tropical rainforest vs hot desert, polar vs temperate). The page must include embedded interactive charts (rainfall, temperature, biodiversity), tap-to-reveal text explaining each chart, and a recommendation panel for which climate they would prefer to live in and why.
Tools: Google Sites
History
Digital timeline with embedded oral history audio
Each student builds a digital timeline of a 20th-century event by interviewing a family member or community member who lived through it (or watching an existing oral history recording). The timeline has at least eight events; each event has embedded student-recorded audio of the interview clip alongside textual context.
Tools: Sutori
Immersive 3D museum room curating a period
Each student builds a navigable 3D museum room curating a chosen historical period (e.g. medieval England, the Industrial Revolution, the inter-war period). The room contains at least six exhibit objects (real images placed in 3D space) with interpretive text the visitor reveals on tap. Visitors navigate freely through the room.
Tools: CoSpaces
Twine narrative through primary sources
Each student builds a Twine branching narrative based on primary sources from a chosen historical event (e.g. the Munich Crisis, the Suez Crisis, the Cuban Missile Crisis). The reader makes decisions at key moments; each decision branch reveals a different primary source the reader must interpret to continue. There must be at least three decision points and four endings.
Tools: Twine
Maths
Generative geometric pattern in p5.js from a maths rule
Each student picks a mathematical rule (e.g. fractal recursion, modular arithmetic, polar coordinates, the Fibonacci spiral) and writes a small p5.js program that renders a generative pattern based on the rule. They publish to a class gallery and write a 100-word artist's statement explaining the maths.
Tools: p5.js
Interactive Desmos visualisation responding to slider input
Each student builds an interactive Desmos graph that visualises a function family (e.g. quadratics y = ax^2 + bx + c). They add sliders for each coefficient, label what each slider changes about the graph, and write a 100-word commentary explaining how the family transforms. They publish the link to a class gallery.
Tools: Desmos
Real climate data dashboard with interactive charts
Each student builds an interactive dashboard analysing real climate data (drawing from publicly available temperature, sea-level or carbon dioxide records over the past 50 years). The dashboard must include at least three interactive charts (one with a time slider, one with category filter, one with regression overlay) and a short interpretation panel. They publish to a class showcase.
Tools: Google Sheets
Mfl
AR cultural-exhibition installation
Each student designs a virtual cultural exhibition about an aspect of target-language culture (food, music, architecture, festivals). The exhibition consists of AR exhibits placed at chosen real-world locations around the school grounds; viewers walk between locations and view exhibits through their phone camera. Each exhibit includes target-language audio commentary the student records.
Tools: Adobe Aero
AI-translation critique published as toggleable web page
Each student translates a literary passage from the target language with AI assistance, then produces a critical commentary comparing the AI's translation choices to their own. They publish a single interactive web page where the reader can toggle between three views: the original, the AI translation, and the student's translation, with hover annotations explaining each disputed choice.
Tools: Google Sites, GitHub Copilot
Multi-voice target-language podcast series
Pairs collaboratively produce a four-episode podcast series in the target language addressing a real audience of target-language learners. Each episode has multiple voices, sound design, music beds, and engages with a contemporary cultural topic. Pairs publish to a shared class podcast feed and write reflective commentary on production choices.
Tools: GarageBand
Music
Live-coded music composition in Sonic Pi
Each student composes a 60-second piece in Sonic Pi by writing live code that generates musical patterns. The composition must use at least three musical structures (e.g. a loop, a probabilistic event, a parameterised melody) defended in a 200-word artist's statement. Students perform live by running code in front of the class.
Tools: Sonic Pi
AI-trained generative composition with critique
Each student trains a small AI model on a chosen corpus of existing music (e.g. Bach chorales, jazz standards, contemporary minimalism) and uses it to generate new compositions. They critique the AI's output, identifying what the model captures well and what it misses, then publish a 90-second composition combining AI-generated and student-composed material with a written commentary.
Interactive sound installation responsive to environment
Each student builds an interactive sound installation that responds to environmental input (movement, ambient sound, time of day, weather data). The installation is presented in a chosen location for visitors to experience for 60-90 seconds each. Students write a 200-word artist's statement on the relationship between input and sound output.
Tools: p5.js
Lessons that look CT but are not
Useful counter-examples when you are checking your own lesson placement on the PICRAT grid.
This page is one of a growing set of PICRAT examples by cell, subject and key stage. Page maintained by Andy Perryer.