Creative writing in contemporary times has changed substantially, whereby literary texts can include different modes to just language alone. Curriculum approaches across the globe have included more aspects about multimodal texts and the use of quality literature in developing effective English education programmes. This chapter highlights two small studies that aimed to improve students’ multimodal and creative writing through a collaborative inquiry approach with teachers in schools. The first study involved an early years class in a boys’ school and the second, an upper primary classroom where students were creating a range of multimodal texts. Findings relate to curriculum, pedagogy and assessment. It was important that planning of classroom tasks was clearly based on curriculum requirements—this ensured consistency of practice. Pedagogies that afforded students agency were also implemented including student choice in the assessment tasks. Students’ final samples of work will be shared and analysed using a meta-semiotic and aesthetic-artistic framework as shown in Chapter 4.