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Baobabooks Education Sarl
Creative Writing
Baobabooks is a platform for creative writing.

Baobabooks provides a fun and easy-to-use platform where students can write, illustrate and publish their own books. Available in six languages, the platform uses teacher-friendly technology and supports differential learning in classroom-based and remote learning environments.

Age groups 
Middle school
High School
Not required
Offline play 
Playable offline
Educational Quality
Learning Goals

The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.

In Baobabooks, the students are encouraged to creative writing, which in itself is a very active way of learning. The creativity board that helps students to build up their ideas is a very good way to offer some tools at the beginning of a creative process. It is very flexible and easy to add both images and text, so the product supports every student's individual way of learning and constructing stories.
Writing with Baobabooks requires utilizing learned in open-ended problem-solving in a creative process. Getting started with your writing is easy, but if you have more talent and ambition, it is possible to create very interesting and visually impressive presentations. The teacher can give assignments, but the teacher-student presence is very equal and thus leaving plenty of freedom and creativity for the student.
Because of easy way of creating visually interesting and varied texts, Baobabooks promotes endless creativity and infinite learning outcomes in the area of creative writing. The young writers can get inspired by others and also publish texts. The Creativity Board gives a frame for starting writing and this way makes the process easier. The teacher can easily give assignments and monitor the progress, but the classroom features are kept light and functional.
In Baobabooks, writing can happen individually or the student can ask others to collaborate on text. Publishing options are really nice and promote sharing of outcomes of your creative work, both image assets and texts. This gives chances for meaningful social interaction through digital channels as part of the learning experience.

The following are the high educational quality aspects in this product.

Baobabooks is a great environment for supporting creative writing and using your imagination.
Chances for sharing and collaborating on your text motivates creation.
Creativity Board helps young writers to plan their texts and gives structure for the work.

The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.

Subject based learning goals

Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
Read easily, fluently and with good understanding.
Develop the habit of reading widely and often, for both pleasure and information.
Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
Appreciate our rich and varied literary heritage.
Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
Write sentences by sequencing sentences to form short narratives.
Writing narratives about personal experiences and those of others (real and fictional).
Writing poetry.
Writing for different purposes.
Writing down ideas and/or key words, including new vocabulary.
Plan their writing by discussing and recording ideas.
Plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
Assessing the effectiveness of their own and others’ writing.
Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
Précising longer passages.
Learn how to use sentences with different forms: statement, question, exclamation, command.
Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently.
Being encouraged to link what they read or hear read to their own experiences.
Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics.
Learning to appreciate rhymes and poems, and to recite some by heart.
Understand books by predicting what might happen on the basis of what has been read so far.
Understand books by making inferences on the basis of what is being said and done.
Listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently.
Discussing the sequence of events in books and how items of information are related.
Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales.
Recognising simple recurring literary language in stories and poetry.
Discussing and clarifying the meanings of words, linking new meanings to known vocabulary.
Discussing their favourite words and phrases.
Understand books by drawing on what they already know or on background information and vocabulary provided by the teacher.
Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say.
Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
Reading books that are structured in different ways and reading for a range of purposes.
Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.
Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.
Discussing words and phrases that capture the reader’s interest and imagination.
Recognising some different forms of poetry [for example, free verse, narrative poetry].
Drawing inferences such as inferring characters’. feelings, thoughts and motives from their actions, and justifying inferences with evidence.
Predicting what might happen from details stated and implied.
Identifying main ideas drawn from more than one paragraph and summarising these.
Identifying how language, structure, and presentation contribute to meaning.
Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.
Identifying and discussing themes and conventions in and across a wide range of writing.
Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.
Identifying how language, structure and presentation contribute to meaning.
Write sentences by re-reading what they have written to check that it makes sense.
Discuss what they have written with the teacher or other pupils.
Read aloud their writing clearly enough to be heard by their peers and the teacher.
Writing about real events.
Make simple additions, revisions and corrections to their own writing by evaluating their writing with the teacher and other pupils.
Draft and write by organising paragraphs around a theme.
Draft and write in narratives, creating settings, characters and plot.
Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].
Leaving spaces between words.
Beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.
Identifying themes and conventions in a wide range of books .
Asking questions to improve their understanding of a text.

Soft skills learning goals

Practicing to recognize and express feelings
Creating requirements for creative thinking
Practicing creative thinking
Encouraging students to be innovative and express new ideas
Practicing to use imagination and to be innovative
Practicing to use imagination and to be innovative
Practicing to use arts as a way to express
Learning to face failures and disappointments
Encouraging the growth of positive self-image
Practicing to take care of one's own wellbeing and health
Learning to build information on top of previously learned
Encouraging to build new information and visions
Learning to understand people, surroundings and phenomenons around us
Supporting student to build their own linguistic and cultural identity
Learning about cultural aspects and to respect different cultures
Practicing to express own thoughts and feelings
Enabling the growth of positive self-image
Learning to plan and organize work processes
Practicing versatile ways of working
Connecting subjects learned at school to skills needed at working life
Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
Practicing to work with others
Practicing to argument clearly own opinions and reasonings
Using technology as a part of explorative and creative process
Learning to understand and interpret diverse types of texts
Learning to plan and design own written content and textual representations
Understanding and practicing safe and responsible uses of technology
Using technology for interaction and collaboration
Using technology to express one’s emotions and experiences
Using technology for interaction and collaboration (also internationally)
Practicing letters, alphabets and written language
Practicing to observe spoken and written language
Learning to notice causal connections
Practicing to find ways of working that are best for oneself
Practicing to take responsibility of one's own learning
Practicing to evaluate one's own learning
Learning to find the joy of learning and new challenges
Practicing keyboard skills and touch typing
Using technological resources for finding and applying information

The Finnish Educational Quality Certificate

Our Quality Evaluation Method is an academically sound approach to evaluating a product’s pedagogical design from the viewpoint of educational psychology.

The method has been developed with university researchers and all evaluators are carefully selected Finnish teachers with a master's degree in education.

More about the evaluation