PR-0660UK 60 Writing Topics - Upper

Upper Primary 

Viewing Sample 

0660UK

Foreword 

So much of life centres around the written language. This means of communication begins to influence our lives 

from our earliest days. It is therefore important that in educating young people we expose them to, and encourage 

them to become skilled in using, the many different forms of writing that will become important to them at 

different stages in their lives. 

60 Writing Topics Upper has been designed to help teachers promote and develop many different writing skills 

while covering a number of different areas of the curriculum. It allows both teachers and pupils to examine units 

in science, technology and PSHE by encouraging pupils to use their prior knowledge of a topic, their imagination, 

their personal experience and personal opinion. These and many other learning skills are highlighted in the 

different writing tasks that the pupils are asked to complete within each of the six units. 

Other titles in this series include: 

60 Writing Topics Lower 

60 Writing Topics Middle 

Contents 

Teachers Notes .................................................... Page ii – iv 

Suggestions for Use .......................................... Page iv – v 

Motivational Ideas .................................................. Page v 

Curriculum Links ................................................... Page vi 

Teacher Checklist ................................................... Page vii 

Pupil Checklist....................................................... Page viii 

Pupil Text Type Checklist .................................. Page ix 

Portfolio Proformas ....................................... Page x – xvi 

Pupil Self-assessment ......................................... Page xvii 

Comparison of Text Types ............................. Page xviii 

Conversion of Text Types ................................. Page xix 

Creating Writing Topics ..................................... Page xx 

Merit Certificates .................................................. Page xxi 

Within the deep 

What hides within ‘The Wanderer’? ................Recount Page 1 

A chain of events ....................................... Explanation Page 1 

Read all about it ................................................ Report Page 2 

Three days to remember forever ......................Recount Page 2 

Step by step in search of treasure .................. Procedure Page 3 

Swimming with the dolphins ...................... Discussion Page 3 

Reporting on a giant from the deep................... Report Page 4 

Creating comical characters ........................... Narrative Page 4 

Rhyming riddles from the ocean floor ........... Narrative Page 5 

What is more important? ............................. Discussion Page 5 

Technology 

Since last we spoke ..........................................Recount Page 6 

From telephone to walkie-talkie ................... Procedure Page 6 

Lighting up our world ............................... Explanation Page 7 

How does it work? ..................................... Explanation Page 7 

Living in the future ....................................... Narrative Page 8 

Rhyming reasons ........................................... Narrative Page 8 

Cars of then and cars of now ....................... Discussion Page 9 

Alphabetical history ........................................... Report Page 9 

The mobile tower ........................................ Discussion Page 10 

From freezer to dinner table ......................... Procedure Page 10 

The environment 

It’s right to recycle ............................................. Report Page 11 

Don’t just play in it – protect it! ................... Procedure Page 11 

It’s right to write ..............................................Recount Page 12 

Point it out to the public ............................. Discussion Page 12 

Where can I find it? ........................................... Report Page 13 

Exploring locally ..............................................Recount Page 13 

How did they get there?................................. Narrative Page 14 

Stop the fires ...................................................... Report Page 14 

Too much rubbish ....................................... Discussion Page 15 

Compost it! ............................................... Explanation Page 15 

Festivals and celebrations 

It’s all about successful promotion ..................... Report Page 16 

Days of national pride ....................................... Report Page 16 

Puppets on parade ..................................... Explanation Page 17 

Words of celebration .................................... Procedure Page 17 

Bonfire Night celebrations........................... Discussion Page 18 

What’s in the perfect party bag? .................... Narrative Page 18 

Photographic memories in a postcard ..............Recount Page 19 

Who should celebrate what? ........................ Discussion Page 19 

Who hides behind that mask? ...................... Procedure Page 20 

Breathing fire ............................................. Explanation Page 20 

The seasons and the weather 

Umbrellas up! Umbrellas down! ........................ Report Page 21 

Let’s gauge the rain ....................................... Procedure Page 21 

The poetry of the weather ............................. Narrative Page 22 

Forces beyond our control ......................... Explanation Page 22 

The forces of nature were overpowering ........ Narrative Page 23 

It made me feel the way I did ..........................Recount Page 23 

Bring on the wind ........................................ Procedure Page 24 

How should we address the water 

situation? ..................................................... Discussion Page 24 

What happens in space? ............................. Explanation Page 25 

Informing the insurance company ...................Recount Page 25 


Plant life 

Landscaping a garden ........................................ Report Page 26 

Reporting on photosynthesis ............................. Report Page 26 

Come to my garden party .............................. Narrative Page 27 

Gardens we can all enjoy .................................Recount Page 27 

Experimenting with plants ........................... Procedure Page 28 

Changing appearances ............................... Explanation Page 28 

From fern to fairytale .................................... Narrative Page 29 

The felling of the forests .............................. Discussion Page 29 

A strong windbreak ................................... Explanation Page 30 

A different perspective .....................................Recount Page 30 

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Teachers Notes 

There are ten writing cards for each unit and each card asks the pupil to use a different writing skill. While the 

teacher will be able to assess the pupil’s understanding of the content of a specific unit of study, these writing 

cards will, most importantly, allow the teacher to evaluate the pupil’s understanding of, and ability to use, many 

different forms of writing. 

Each page contains two writing tasks on a particular topic. An icon indicates the unit of work each task belongs 

to. The icons are relevant to the following units: 

Within the deep Technology The environment 

Festivals and celebrations The seasons and the weather Plant life 

The writing cards can be copied onto coloured or plain card and laminated for protection. They can be placed in 

a central location for pupils to access easily. The tasks can be assigned by the teacher or the pupils may choose 

their own. 

A pupil checklist has been provided for the pupils to record the cards used. A teacher checklist has also been 

included so that the teacher can monitor the progress of the class and to ensure that all pupils are practising each 

writing genre. This may be enlarged to display in the room. Pupils should choose cards which cover a variety of 

writing genres. Should a teacher wish to assign a writing task as a class or group activity, multiple copies may be 

made. Teachers may find these invaluable during literacy lessons. 

Each page includes two writing cards 


The icon shows the unit being covered 

Each card shows the title of the writing topic 

Each card has some background information 

Each card introduces the writing task 

Each card indicates the writing genre at the bottom 

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Narrative 

Definition of a narrative: A narrative is a text that 

tells a story, often in chronological sequence. 

Narratives are generally imaginative but can be based 

on factual information. Narratives can take on a 

variety of forms such as short stories, myths, poems 

and fairytales. 

Text structure: A narrative consists of three parts: 

(a) an orientation or introduction, where the setting 

is presented, characters introduced and time set 

for the event/s to occur. 

(b) a complication, where problems arise concerning 

the main character(s). 

(c) a resolution where the problems of the 

character/s are resolved. 

Special language features: use of words that link stages 

in time, descriptive enhancement by use of adjectives 

and adverbs, use of action verbs to highlight physical 

and mental processes and can be written in first or 

third person. 

Recount 

Definition of a recount: A recount is a text that tells 

about past experiences or events, written for 

information or entertainment. They can be based 

on the author’s personal experience, on historical 

events or it can be imaginative, whereby the author 

has no direct link to recalled events. 

Text structure: Most recounts begin with some form 

of orientation where the who? what? when? where? 

and why? of the text are introduced. This is followed 

by a chronologically ordered set of events. There can 

be some form of concluding statement or 

reorientation at the end. 

Special language features: use of past tense, correct 

sequencing of events, words related to time, inclusion 

of action verbs and personal comments. 

Teachers Notes 

What to Look for When Assessing a Pupil’s Understanding of a Particular Genre 

The following information provides the teacher with a definition of each of the writing genres, an outline of the 

structure of the texts and some of the specific language features, that when used, show an understanding of the 

genre in question. Not all of the language features will be evident in the texts of less able pupils, but this outline 

will enable the teacher to monitor the progress of the pupils as their writing skills develop. 

Report 

Definition of a report: A report is a text that consists 

of an organised factual record of events or a 

classification and description of one or many things. 

It can be related to the present day or be based 

around something from the past. 

Text structure: Begins with a general statement or 

introduction that indicates the nature of the topic 

upon which the report is based. This is followed by 

a description of the various features relevant to the 

topic. In some cases this can take on the form of 

‘named’ paragraphs or subheadings. It can conclude 

with a summarising statement. 

Special language features: vocabulary related to 

specific topic, action verbs, words identifying 

classifications and descriptive language. 

Procedure 

Definition of a procedure: A procedure explains how 

to make or do something. 

Text structure: Most procedural texts begin with an 

outline of what is to be achieved, or an aim. This is 

followed by a list of required materials and then 

step by step instructions to reach the goal. The text 

can conclude with an evaluation. 

Special language features: words of commands, 

time-related connectives, sequential ordering of 

steps, action verbs, and detailed information, for 

example, size, amount, weight. 


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Discussion 

Definition of a discussion: A discussion text aims to 

present and develop ideas in the form of a logical 

argument. The text can be one sided, or, it can address 

both sides of an argument allowing the reader to form 

an opinion from the information presented. 

Text structure: Most discussions begin with a 

statement which introduces the issue that will be 

addressed. This is followed by arguments with 

evidence to support the stance. A conclusion 

summarises the presentation or suggests that the 

reader now form an opinion. 

Special language features: use of topic-related 

vocabulary, use of connectives to reinforce results of 

actions, thinking verbs used to express opinion and 

the use of emotive and persuasive language. 

Suggestions for Use 

The writing tasks included in this book are intended to be a multi-use resource for the teacher in the classroom. 

Therefore, the suggestions listed below are in no way definitive, but just some of the possible uses. Teachers 

should choose only those activities which are appropriate to the ability levels and literacy experiences of their 

pupils. 

Specific writing genre tasks 

Each writing genre is explained carefully on pages 

iii–iv, showing a definition of the genre, the structure 

and special language features of the text. After pupils 

have been exposed to each specific genre, the writing 

topics may be used to reinforce their concept of the 

genre. 

An assessment text type checklist has been included 

on page ix. The features of each text type have been 

included with tick boxes for the teacher to monitor 

and record pupils’ use of the structures and features 

of each genre. Some features will be too difficult for 

less able primary pupils, so these assessment records 

should be passed to the next teacher. As pupils 

become more able, it may be appropriate to provide 

them with their own copy of page ix, to enable them 

to assess their own progress. 

Writing specific to a particular theme 

Each of the six themes has ten writing topics relating 

to it. Teachers who are covering a particular theme 

will be able to utilise the writing topics to reinforce 

and add interest to the theme. 

Portfolio assessment tasks 

The writing tasks may be used as a literacy assessment 

activity, after the pupils have been exposed to and 

practised the specific writing genres. To assist teachers 

to use the writing topics in this way, a portfolio 

Explanation 

Definition of an explanation: An explanation is a 

text that outlines how or why things occur, or how 

things operate. 

Text structure: An explanatory text begins with a 

statement about what is to be explained. This is 

followed by details of sequential events or stages in 

operation. It usually ends with some form of 

concluding statement. 

Special language features: use of topic-specific 

vocabulary, words that outline cause and effect and 

words identifying time relationships, for example, 

following, then; and the use of present tense. 

proforma has been included. The pupil’s writing topic 

activity may be stapled to the proforma. A checklist 

assists the teacher to assess whether the pupil has 

included the structures and features necessary for that 

particular genre. Other aspects of literacy, such as 

spelling and grammar, may be assessed at the same 

time. A sample proforma for each text type is 

included on pages xi to xvi. A blank proforma may 

be found on page x. 

Class/Group/Individual literacy activities 

The writing topics may be used during class or group 

literacy lessons, with specific topics or tasks given to 

individuals or groups. Alternatively, the whole class 

could be working on the same writing task. Multiple 

copies of a particular card may be made for class or 

group work. 

Pupil self-assessment 

Pupil self-assessment, using the pupil checklist, allows 

the pupils to monitor their progress in the use of 

specific writing genres. As pupils become more 

familiar with the features and structures of each 

writing genre, they will be able to monitor their 

increased use of these in each writing genre. This 

self-assessment format may be useful for the pupil 

to use when involved in three-way conferences among 

parents, the teacher and himself/herself. A sample 

proforma is included on page xvii. 


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Comparison/Conversion of text types 

Using the writing topics, the teacher may compare 

one writing genre with another. Pupils can observe 

and use the different structures and features within 

their own writing. Pupils may be required to convert 

one text type into another, making sure to include 

the relevant structures and features. A format for 

comparing text types is included on page xviii. A 

proforma to convert one text type to another is 

included on page xix. 

Extension/Reinforcement activities 

Every classroom has pupils of varying abilities, 

talents, working habits and personalities. Pupils who 

are fast workers may be rewarded with their choice 

of a writing topic to complete until the other pupils 

finish. Pupils who have difficulty completing a 

specific writing genre may be given writing topics to 

reinforce that particular genre, as long as they have 

not completed the task before. 

*Creating writing topics 

Using the writing topics as a guide, the pupils may 

be required to create writing topics of their own 

relating to a specific writing genre. These topics may 

be exchanged within the class, completed and 

evaluated. A writing topic which many pupils have 

difficulty completing may not be suitable for the 

specific writing genre. A writing topic which pupils 

can easily shape to suit a specific genre is a suitable 

writing topic. A blank proforma to enable pupils to 

create their own writing topics is included on page 

xx. 

*This type of activity is only suitable for very 

competent or older pupils. 

Motivational Ideas 

Reinforcement/Assessment of features of 

language/handwriting 

Using the writing topic, the teacher may be able to 

evaluate the pupil’s knowledge of grammar concepts, 

punctuation, spelling and handwriting. One task may 

be used to assess or reinforce a number of objectives. 

This can be a timesaver activity for the teacher. 

Planning/Reviewing/Changing text types 

The planning of a writing form can be complex and 

daunting for pupils. An obvious format, with specific 

structures and features, allows the pupils the security 

to write personal topics within a given framework, 

while still allowing some flexibility. 

Modelling Writing 

Teachers may use similar titles for particular themes 

to model the different writing genre for the pupils. 

Try to avoid using those exact titles used in the 

writing topics so that pupils are 

creating their own ideas when 

using the task cards. 

Pupils need motivation to encourage creative ideas. Since the writing topics are being used as an individual 

activity, it is difficult to inspire each pupil before he or she begins each writing topic. The following ideas 

are suggested as a reference for pupils to use before they begin their writing topic: 


• Teachers could provide visual displays of particular themes near the writing topics box; for example, 

toys brought in by the pupils, photographs, newspaper clippings and posters. When displays are changed, 

each display can be recorded on camera and photographs and digital pictures displayed for other pupils 

to view. 

• Pupils who finish quickly may find extra pictures in magazines to add to class books on particular 

themes. 

• Banks of word lists for particular themes can be recorded and displayed for future reference. 

• Displays of other pupils’ work on the same topic may be viewed to encourage ideas. 

• Display theme books from the library relevant to a particular writing theme. 

• Provide and display outlines of the writing forms for pupils to refer to when writing (see page iii–iv). 

• Where possible, allow pupils access to a computer to research a particular theme or writing topic. 

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Curriculum Links 

60 Writing Country Year/ Subject/Strand 

Topics Book 

Level 

Upper England 5 Literacy, Term 1, Text Level Work 

Literacy, Term 2, Text Level Work 


6 Literacy, Term 1, Text Level Work 



Northern KS2 English, Writing 

Ireland 

Scotland C–E English Language, Writing 

Wales KS2 English, Writing 

Objective 

• (24) write recounts based on subject, topic or 

personal experiences 

• (25) write instructional texts and test them out 

• (26) make notes for different purposes 

• (11) write own versions of myths 

• (12) use the structures of poems read to write 

extensions based on these 

• (13) review and edit writing to produce a final form, 

matched to needs of reader 

• (22) plan, compose, edit and refine non-chronological 

reports and explanatory texts 

• (17) write letters for real purposes 

• (18) write a commentary on an issue 

• (19) construct an argument to persuade others of a 

point of view 

• (7) plan quickly and effectively the plot, characters 

and structure of their own narrative writing 

• (16) use styles and conventions of journalism to 

report on events 

• (17) write non-chronological reports linked to other 

subjects 

• (18) construct effective arguments 

• (19) write a balanced report of a controversial issue 

• (22) select the appropriate style and form to suit a 

specific purpose and audience 

• plan written work, when appropriate 

• write for a variety of purposes, including to: inform; 

explain; describe; narrate; report; persuade; interpret 

data; express a point of view and give instructions 

• know for whom they are writing and be aware of the 

needs of the particular audience 

• write in a variety of forms and develop control of their 

different conventions, including: stories; creative and 

imaginative writing; poems; comic strips; letters; 

notes; descriptions; reports and instructions 

• present and structure ideas, information and opinions 

• write in a variety of forms to communicate key events, 

facts, points of view and ideas, using appropriate 

organisation and specialist vocabulary 

• write about personal experiences in a variety of 

formats, demonstrating some capacity to reflect on 

experience and with some grasp of appropriate style 

• write imaginative pieces in various genres, making 

some use of appropriate literary conventions 


• (1.2) write for an extended range of readers 

• (1.3) write in response to a wide range of stimuli 

• (1.4) use the characteristics of different kinds of 

writing 

• (1.5) write in forms which include imaginative and 

non-fiction writing 

• (2.1) use writing as a means of developing, 

organising and communicating ideas 

• (2.2) write in response to more demanding tasks and 

a wider range of purposes 

• (2.4) develop their ability to organise and structure 

their writing in a variety of ways 

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Teacher Checklist 

Use this chart to record the WRITING TOPICS that have been completed 


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Pupil Checklist 

Use this chart to record the WRITING TOPICS that have been completed 


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Pupil Text Type Checklist 

Name 

Date 

Narrative Recount Report 

1. Introduces the setting, time and 

character(s). 

2. Includes a sequence of events 

involving the main character(s). 

3. Includes a complication involving 

the main character(s). 

4. Includes a resolution to the 

complication. 

5. Uses a range of conjunctions to 

connect ideas. 

6. Writes in meaningful paragraphs. 

7. Uses descriptive language. 

8. Writes in the past tense. 

Comment 

1. Introduces all relevant 

background detail (who, when, 

where, why). 

2. Includes significant events in 

detail. 

3. Includes significant events in 

chronological order. 

4. Uses vocabulary to suggest time 

passing. 

5. Writes in paragraphs to show 

separate sections. 

6. Maintains the past tense. 

7. Writes a conclusion with an 

evaluative comment. 

Comment 

1. Begins with a general or 

classifying statement. 

2. Includes accurate detailed 

descriptions. 

3. Uses factual language rather than 

imaginative. 

4. Writes in the third person. 

5. Writes in the present tense. 

6. Uses linking and action verbs. 

Comment 

Procedure Discussion Explanation 

1. States the purpose of the 

procedure clearly and precisely. 

2. Lists the materials or 

requirements under appropriate 

headings or layout. 

3. Presents the method in a detailed, 

logical sequence. 

4. Begins instructions with an 

imperative verb. 

5. Uses subject-specific vocabulary. 

6. Writes in simple present tense. 

7. Includes an evaluation 

(if appropriate). 

1. Begins with an opening statement 

presenting a general view of the 

topic. 

2. Presents ‘for’ and ‘against’ 

arguments in a logical manner. 

3. Uses supporting details in 

presenting each argument. 

4. Uses an impersonal style of 

writing. 

5. Uses a variety of controlling words 

and conjunctions. 

6. Uses paragraphs to state and 

elaborate on each point. 

7. Writes an evaluative conclusion. 

1. Begins with a precise statement 

or definition. 

2. Includes subject-specific terms 

and technical vocabulary where 

appropriate. 

3. Gives a clear account in logical 

sequence of how and why the 

phenomenon occurs. 

4. Uses simple present tense. 


5. Uses linking words to show cause 

and effect. 

6. Includes an evaluation (if 

necessary). 

Comment 

Comment 

Comment 

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Portfolio Proforma 

Name 

Date 

English 

The pupil was asked to write a 

structures and features of the text type. 

Writing 

including all 

Objectives Demonstrated Needs Further 

Opportunity 

• Writes a . 

• Includes all structures and features. 

Teacher Comment 

Glue pupil writing task here. 

(Staple pupil writing to the back.) 


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Portfolio Proforma – Narrative 

Name 

Date 

The pupil was asked to write a narrative including all structures and features of the 

text type. 


Opportunity 

• Writes a narrative. 


1. Introduces the setting, time and character(s). 

2. Includes a sequence of events involving the main character(s). 

3. Includes a complication involving the main character(s). 

4. Includes a resolution to the complication. 

5. Uses a range of conjunctions to connect ideas. 

6. Writes in meaningful paragraphs. 

7. Uses descriptive language. 

8. Writes in the past tense. 





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Portfolio Proforma – Recount 

Name 

Date 



The pupil was asked to write a recount including all structures and features of the 

text type. 


Opportunity 

• Writes a recount. 



1. Introduces all relevant background detail (who, when, where, why). 

2. Includes significant events in detail. 

3. Includes significant events in chronological order. 

4. Uses vocabulary to suggest time passing. 

5. Writes in paragraphs to show separate sections. 

6. Maintains the past tense. 

7. Writes a conclusion with an evaluative comment. 


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Portfolio Proforma – Report 

Name 

Date 



The pupil was asked to write a report including all structures and features of the 

text type. 


Opportunity 

• Writes a report. 



1. Begins with a general or classifying statement. 

2. Includes accurate detailed descriptions. 

3. Uses factual language rather than imaginative. 

4. Writes in the third person. 

5. Writes in the present tense. 

6. Uses linking and action verbs. 


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Portfolio Proforma – Procedure 

Name 

Date 



The pupil was asked to write a procedure including all structures and features of 

the text type. 


Opportunity 

• Writes a procedure. 



1. States the purpose of the procedure clearly and precisely. 

2. Lists the materials or requirements under appropriate headings or layout. 

3. Presents the method in a detailed, logical sequence. 

4. Begins instructions with an imperative verb. 

5. Uses subject-specific vocabulary. 

6. Writes in a simple present tense. 

7. Includes an evaluation (if appropriate). 


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Portfolio Proforma – Discussion 

Name 

Date 



The pupil was asked to write a discussion including all structures and features of 



Opportunity 

• Writes a discussion. 


1. Begins with an opening statement presenting a general view of the subject. 

2. Presents ‘for’ and ‘against’ arguments in a logical manner. 

3. Uses supporting details in presenting each argument. 

4. Uses an impersonal style of writing. 

5. Uses a variety of controlling words and conjunctions. 

6. Uses paragraphs to state and elaborate on each point. 

7. Writes an evaluative conclusion. 



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Portfolio Proforma – Explanation 

Name 

Date 



The pupil was asked to write an explanation including all structures and features of 



Opportunity 

• Writes an explanation. 


1. Begins with a precise statement or definition. 

2. Includes subject-specific terms and technical vocabulary. 

3. Gives a clear account in logical sequence of how and why the phenomenon occurs. 

4. Uses simple present tense. 

5. Uses linking words to show cause and effect. 

6. Includes an evaluation (if necessary). 



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Pupil Self-assessment 

Name 

Date 

Text Type 



Features of text Pupil Features of text Pupil 

Self-assessment 

Self-assessment 

• • 


• • 

• • 

• • 

In my next 

, I will need to 

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Comparison of Text Types 

Name 

Date 

Text Type 1 

Text Type 2 

• Which text type has the most features? 

• Which text type has the least features? 

• Which text type is easier to write? Why? 

Similar Features 

Different Features 


• Which is harder to write? 

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Conversion of Text Types 

Name 

Date 



In the space below, rewrite your writing topic using a different text type. Try to include all the 

features of the new text type. 

I have chosen to convert my writing task to a . 


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Creating Writing Topics 

Name 

Date 

Use the same format below to create your own writing topic. 

Don’t forget to include: 

• a title for your writing topic 

• a theme (you may draw the icon to match) 

• a number for your topic 

• an introduction to the topic 

• the writing task 

• the text type required 


Ask a friend to complete your writing task. 

Evaluate your writing task. 

Was your friend able to use the information that you gave them to write the correct text type? 

Yes/No. If not, why not? 

What changes would you make to a new writing topic? 

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1 

What hides within 

‘The Wanderer’? 

Seventy-five years ago a ship called ‘The 

Wanderer’ sank off the eastern coast. Thirtyeight 

people drowned; the remainder were 

rescued by fishermen who were sailing in 

nearby waters. 

The wreck sat, untouched, at the bottom of 

the bay for seven and a half decades. Last 

week, as part of a dive team, you were able to 

make an incredible discovery … 

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2 

Food chains are a natural part of life in the 

oceans. Food chains are created when a 

creature consumes another plant or animal in 

order to survive. Some food chains are short 

while others can be quite long. 

A chain of events 

Write an account of the amazing adventure 

of which you were a part; an adventure that 

will see your name go down in history as 

one of the people who discovered … 

Recount 

Use a variety of resources to help you 

investigate the existence of food chains 

within the oceans of the world. Choose one 

food chain and, in your own words, explain 

how it works. Underneath, draw a diagram 

of the food chain. 


Explanation 

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3 

Read all about it 

You and your business partner friend are very 

determined to make your fish and chip shop a 

great financial success. You have already had 

flyers, promoting the opening of your shop, 

placed in every letterbox in the town. As a 

second source of promotion you have been 

offered space for an article in the local 

newspaper. This article is going to be very 

important because you know that thousands 

of people read this paper every week. 


4 

It appears to be the chance of a lifetime. During 

your Christmas holiday at the seaside town of 

Dream Bay, the local fishing company has 

organised a three-day fishing trip. This is quite 

unusual because every other year when you 

have stayed at the same camping ground, all 

fishing trips have been only a one-day 

experience. Your parents have decided to let 

you go because you look forward to a fishing 

adventure each year. Mind you, they lay down 

the law before you go, with all the ‘do’s and 

don’ts’ clearly outlined. 

What an experience this proves to be! 

Three days to 

remember forever 

Write a newspaper article promoting your 

shop. You will need to highlight specific 

things that your shop will offer to make it 

stand out from the other fish and chip shops 

in the surrounding area. Make sure you 

have a captivating heading for your article 

and choose your words very carefully, so 

that they are descriptive and encouraging. 

Report 

Write three daily diary entries to tell us all 

about that incredible fishing trip. 


Recount 


5 

Step by step in 

search of treasure 

The underwater world can truly be ‘Fantasia’. The magnificent 

creatures of the deep add amazing colour to the endless 

variety of seaweeds, corals and fascinating rock formations. 

But … it can also be a world, to the inexperienced, that 

seems to be the same at every turn—water, weeds, fish, 

rocks, water, weeds, fish, rocks! 

In a recent ocean adventure a small boat laden with treasure 

capsized and plummeted to the depths of a world unknown! 

A small group of enthusiastic scuba divers, with very little 

oceanic experience, had come across coded directions from 

the owners of the treasure as to where the boat was when 

it capsized. These divers set out to become heroes. 


6 

Swimming with dolphins could be an amazing 

experience. These intelligent creatures of the 

deep seem to be able to relate to human beings 

in quite a unique manner. Yet it is important 

to remember that they are just that, creatures 

of the deep, as opposed to humans, who are 

land-dwelling creatures. People can conquer 

the underwater world only with the aid of 

artificial apparatus such as air tanks. 

Undoubtedly, this will remain a hot topic for 

debate—should people impose themselves 

upon this fascinating creature, exploring its 

habitat and way of life? 

Swimming with the 

dolphins 

Keeping in mind the importance 

of instructions being presented 

in sequential order, write a set 

of directions that the divers will 

follow as they set out to find the 

missing treasure. 

Procedure 

Write a discussion text that looks at both 

sides of this issue. You need to begin by 

making a ‘neutral’ statement about the issue 

and follow it up with points or facts that 

support, firstly, the favourable aspects of 

swimming with dolphins, followed by points 

that make us believe this is an inappropriate 

act. 


Discussion 


7 

Reporting on a giant 

from the deep 

The whale shark is the largest fish species in 

the world. Whale sharks grow up to 20 metres 

and are most commonly found in the waters 

of tropical and warm seas. 


8 

A story can be told very simply using 

illustrations and minimal text. One form of 

storytelling is the creation of a comic strip. 

Characters need not be lifelike; so they allow 

the author and illustrator to be very creative 

and uninhibited. Comics can be fictional or 

factual. 

Creating comical 

characters 

Using a variety of resources, research this 

giant creature. Take brief notes and then, in 

your own words, compile a detailed report. 

Remember to include such facts as physical 

appearance, including size, colour, features 

of its habitat, its source of food, its likely 

reaction to human beings and its breeding 

habits. 

Make a list of the resources that you use. 

At the end of your report, draw and label a 

picture of the whale shark. 

Report 

Fold or rule a large sheet of paper into eight 

squares or rectangles. Inside these sections 

create and tell a story about a fictional 

underwater creature, using text and 

artwork. Give your comic strip a title. 


Narrative 


9 

Rhyming riddles from 

the ocean floor 

Writing can be very humorous. It can be funny or even, sometimes, totally ridiculous! It can 

bring a smile to the face of the reader, no matter how young or old. 

Read the following verses. It is quite ridiculous, isn’t it? Let’s see how big a smile you can 

bring to your friends’ faces by completing a further three verses. 


10 

The tuna thought himself so big 

He had not the slightest fear 

So up he swam to the giant shark 

And swallowed him ear to ear. 

He couldn’t believe the size of himself 

As he felt quite overfed 

So he rested for a while in the tentacles 

Of an octopus lying in bed. 

Narrative 

What is more important? 

Over the years, people have hunted many 

animals. Some have been hunted for food, 

some for their skins or fur and others for oils 

within their meat. 

Research involving the use of some animal parts 

has enabled scientists to make great advances 

in various areas of medicine. However, because 

of some types of hunting, there are now many 

animals in danger of extinction. 

Consider this statement: 

The hunting of whales 

should be banned. 


Carry out some research in this area and 

then write an argumentative text conveying 

a strong point of view. 

Discussion 


11 

Since last we spoke 

Life prior to the invention of electricity would 

have been very different from life as we know 

it today. No light to brighten a darkened room, 

no heater on which to press a button, no 

microwave oven in which to cook those instant 

meals and no television on which to find out 

about the latest world events. 


12 

In 1876 a man called Alexander Graham Bell 

invented the telephone. Prior to that there was 

a great deal of experimenting by scientists and 

inventors to find some form of technology 

whereby people could communicate using 

listening and speaking over long distances. To 

invent and patent something as amazing as 

the telephone must have been an incredible 

achievement. 

From telephone to 

walkie-talkie 

Imagine that you are living in those preelectricity 

times. Write a letter to a friend you 

haven’t contacted in quite some time. Tell 

that person what has been happening in 

your life, and how you occupy your time. 

Recount 

It’s invention time for you. Design and make 

some form of ‘walkie-talkie’ that you and a 

friend can use as a source of 

communication. Remember the tin cans and 

the piece of string! 

Once your invention is in working order, list 

the materials required for its construction 

and then write detailed instructions on how 

to make this device. 


Procedure 


13 

Lighting up our world 

Many things in our life can become a habit 

and we do them without even thinking. One of 

these is the habit of turning on a light whenever 

we walk into a dark room. 


14 

On most occasions when we use a modern 

appliance we don’t stop to think how it works. 

How do we see that picture on the television 

screen? How is a microwave oven able to cook 

a meal in such a short time? How can I speak 

to my friend on a mobile phone when she lives 

hundreds of kilometres away? 

How does it work? 

Locate and read information about circuits. 

Once you understand how a light bulb 

responds to an activated switch on a circuit, 

write an explanatory text. Underneath your 

text draw a labelled diagram of a circuit. 

Explanation 

It’s your job to focus on one example of 

modern technology. You need to research 

this apparatus in detail and then write a 

detailed report on how it works. You can 

support your information with a labelled 

diagram. 


Explanation 


15 

Living in the future 

Years ago there were fictional texts written 

about people landing on the moon. Of course, 

that is no longer fiction but a reality. What 

will life be like in the future? What 

technological inventions will change the way 

people live their lives in 2080? We can dream 

and we can imagine. 


16 

Rhyming reasons 

From when we are very young we hear and read nursery 

rhymes. These rhymes generally have repetitive words or 

sentences that make them very catchy and easy to learn. 

Rhymes can be full of nonsense or they can teach us things 

such as learning to count and the order of numbers. You’re 

about to create your own informative rhyme. 

Read the following rhyme: 

New computer games, new computer games 

Look what they teach. Look what they teach. 

They all tell me interesting things 

About heroes, adventurers, queens and kings 

If you want to know about diamond rings 

There’s new computer games, new computer games. 

Imagine you are able to enter a time 

machine that sees you travel into the year 

2080. Write a fictional text about your 

experiences, highlighting the changes in 

people’s lifestyles because of technological 

developments. 

Narrative 

Doesn’t it remind you of a 

nursery rhyme you learnt when 

you were very young? 

Your task is to write your own 

narrative rhyme about some 

recent technological invention. 

Using the rhyming patterns of 

known rhymes might be of 

some help. 


Narrative 


17 

Cars of then and 

cars of now 

It never ceases to amaze us how many different 

varieties of motor cars travel on our roads each 

day. Every year, major companies produce new 

designs and models. Cars of today are very 

different from Henry Ford’s early petrol-powered 

cars. It’s time for you to carry out some 

research. 


18 

Way back in the days of the 

industrial revolution, technology 

began to advance in a way never 

thought possible. Yet today, 

advances in technology are moving 

ahead at a greater rate. Our 

everyday life is constantly being 

changed because of new 

inventions. Let’s trace our way 

back through history and recall 

some of the marvellous inventions. 

Using a variety of resources, see what 

information you can find out about one of 

the first cars invented, listing materials used, 

types of wheels, engine, starting 

mechanisms etc. Now see what you can 

find out about a modern car and the way it 

works. Once both sets of information have 

been gathered, you are to write a 

comparative text about the two cars. Point 

out the similarities and the differences, 

ending with a statement that shows 

whether you think cars of today are more 

amazing than cars of years ago. 

Alphabetical history 

Discussion 

You are going to create a factual ‘alphabet book’. The 

book will form a report. Beginning with ‘a’ and working 

right through to ‘z’, you are going to write a passage 

about technology that begins with each letter. 

Here are some samples: 

A The aqualung is a cylinder of compressed air that 

was invented to help scuba divers breathe under 

water. 


B 

The bicycle, known as the pedal bicycle, was 

supposedly invented by Kirkpatrick Macmillan in 

Scotland. 

Report 


19 

The mobile tower 

One of the latest technological 

inventions is the mobile telephone. A 

huge percentage of the population now 

owns one of these devices. In order to 

gain clear reception in certain areas, very 

large towers have had to be erected. 

These telephone towers are huge metal 

constructions that sometimes can be 

seen for kilometres. Without the towers 

however, people in need of 

communication may have difficulty in 

making contact with another person. 


20 

A difficult situation can arise when relatives 

telephone to say that they will be dropping in 

to visit around dinner time. Things become 

more of a worry when you realise that the 

chicken you will need to cook to feed everyone 

is still in the freezer and time is running out. 

With the help of modern electrical appliances, 

you are able to get the meal on the table shortly 

after the visitors arrive. 

Read and spend some time considering the 

following statement: 

Mobile telephone towers are an ugly 

sight and should not be built in areas 

where they are very obvious to the 

public. 

Decide how you feel about this statement. Write 

a text that could be used to promote a debate 

about this statement. Begin by making a general 

comment about mobile telephones and towers 

and then follow it with points from both a positive 

and negative view. 

From freezer to 

dinner table 

Discussion 

Divide your page into six sections. In each 

section draw a sequential picture of what 

you did to get the meal on the table. Write 

a detailed sentence under each picture. 


Procedure 


21 

It’s right to recycle 

We are frequently being reminded of steps that 

we can take to preserve and improve our planet. 

Scientists are always telling us about the 

importance of recycling and reusing. There are 

many things that we use in our homes every 

day that can be recycled. How effective are 

your classmates in forging ahead in 

conservation and preservation? 


22 

Sometimes, people are aware of what they 

should be doing to look after their environment, 

but sometimes, without thinking, they carry 

out acts that are detrimental to the area in 

which they live, such as littering or pouring oil 

into drains. Fortunately, the majority of people 

seem to be community-minded and 

environmentally aware. 

Don’t just play in it 

– protect it! 

Draw up a list of everyday things we use 

that you believe can and should be 

recycled. Set this information out in the form 

of a survey. Question all the children in your 

class (and others if possible) about what 

they actually do recycle and record their 

answers. Collate your information and 

record your results in the form of a graph. 

Underneath, write a report about the results 

you obtained. 

Report 

On a large sheet of cardboard design a 

board game that can be played by several 

people. The emphasis of your board game 

is ‘We all need to protect our environment’. 

You may choose to make selection cards or 

print on individual spaces, messages about 

the environment—both positive and 

negative. Once your board is constructed, 

write out instructions on how to play the 

game. 


Procedure 


23 

It’s right to write 

There are some things which we see in our 

local environment that make us feel very proud 

of what the community is doing to preserve 

and conserve the natural habitat. There are 

other things that take place, however, that 

make us question the value that some people 

place on their environment. 


24 

Point it out to the public 

Sometimes we think that one person’s voice 

can’t make a difference to a situation. But in 

reality, it very often can. When it comes to the 

environment we all have a job to do to look 

after it—to protect it and make it better for 

the future. We can talk to people about our 

concerns, and about our positive feelings. We 

can write letters, ask questions and paint a 

vivid picture of our views. 

Consider the area in which you live. Think 

about positive approaches to the 

environment. Now recall something that you 

saw happening that made you feel 

disappointed, frustrated or angry. Write with 

feeling to the editor of your local newspaper, 

expressing your concern about what you 

witnessed in your local environment. 

Recount 

Choose an environmental issue that means 

a lot to you. What do you want to tell others? 

How can individuals make a difference? 

Design a poster that can be hung 

somewhere in your school to encourage 

people to follow you and help care for the 

environment in a way that you see fit. Use 

strong words to help people understand 

how determined you are to gain support for 

your beliefs. 


Discussion 


25 

Where can I find It? 

In most areas where we live there are some 

particular places that remind us of the value 

and beauty of nature. Perhaps we don’t take 

enough advantage of areas like parks, gardens, 

rivers and woods. Life is busy, but we can learn 

to switch off and enjoy our environment if we 

make it a priority. 


26 

We tend to use the same streets near our home 

very frequently. We visit and explore familiar 

places more than the unknown. What lies 

hidden in an area not too distant from your 

home? Is there an area where the unexpected 

might be found or encountered? 

Exploring locally 

Draw a map of your local area, marking in 

places that are environmentally friendly and 

which help us to appreciate the outdoors; 

for example, bike paths, walking tracks, 

rivers and streams, heavily treed areas, 

parks and gardens. Use a key to help 

readers identify the specific places. Write a 

short report about these special places in 

your area. 

Report 

Stepping into the world of mystery and 

imagination, let your mind wander to an 

area not too far from your home or school. 

Plan and write a recount about an 

adventure of which you were part. Try to use 

language that will have the reader feeling 

as though he or she was right there with 

you as you encountered a situation that was 

beyond your wildest dreams. 


Recount 


27 

How did they get there? 

A myth is a tale that can be used to explain 

some natural but unusual event, or that tells 

about some supernatural being. Authors of 

myths tend to have fantastic imaginations and 

use this talent to impress and untangle 

mysteries for the reader. 

There are myths about monsters and serpents, 

and about leopards and mountains. 


28 

Every year, all around the world when summer 

approaches there are many reports on radio 

and television and in the newspapers about 

all the measures people should take to stop 

forest fires. It is very important that everyone 

takes notice of these reports. 

Stop the fires 

Think about your local environment. What 

natural features can you think of, such as a 

large rock formation, a meandering river or 

a huge ancient tree? With the intention of 

appealing to your reader’s imagination, 

create your own myth about this 

environmental feature. How did it get where 

it is? How was it formed? Why is it the size it 

is? Divide your myth into sections and 

illustrate each section. 

Narrative 

Pretend that you are a reporter for a 

newspaper. Write a report that tells the 

readers all the fire safety measures they 

need to take when summer is nearly here. 

You might like to start your report with one 

of these sentences: 


Everyone needs to prepare as 

summer approaches. 

or 

Fire safety is important for 

everyone. 

Report 


29 

Too much rubbish! 

In 2002, almost 29 million tonnes of rubbish 

was collected in the U.K. Imagine how much 

rubbish the whole world must create in one 

year! Much of this rubbish is dumped into 

landfill sites, but we are running out of places 

to dispose of the rubbish that we create. About 

12% of household waste is recycled, but should 

all people be encouraged to recycle a lot more? 


30 

During the preparation of one meal there could 

be a bowl full of scraps from vegetables and 

fruit that is simply bagged and thrown out. 

When potatoes and carrots are peeled, apples 

cored and outside leaves pulled off cabbages 

and cauliflowers, there can be quite a collection 

of ‘scraps’. These are not a necessary part of 

the meal’s preparation but they can have a 

very valuable future use. 

Compost it! 

Read the following statement and then write 

as many points as you can that show you 

agree with the statement, or as many as 

you can disputing it. 

Every household should be 

charged, by weight, for the 

amount of rubbish they put out 

for collection. 

Discussion 

Locate some information about the use of 

compost heaps and bins. Take brief notes 

as you read the facts. Using your notes, 

write a text that explains how the compost 

system works. Conclude your explanation 

by telling how the recycled matter can be 

used in a beneficial way. 


Explanation 


31 

It’s all about successful 

promotion 

For any festival or fair to be a success, the 

advertising and promotion of the event is 

extremely important. People need to be told 

of the dates and times, what they will be able 

to see at the event, how they can participate, 

and highlights of the event that perhaps make 

it more attractive than other similar events. 

Many schools are adopting a festival approach 

to what used to be known as the annual fete. 


32 

Days of national pride 

In the British Isles we celebrate: 

• St. David’s Day in Wales (1 March) 

• St. Patrick’s Day in Ireland (17 March) 

• St George’s Day in England (23 April) 

• St. Andrew’s Day in Scotland (30 November) 

Elsewhere, Americans celebrate their Independence 

Day on 4 July and the French call 14 July, Bastille 

Day. To each country, its special day has great 

significance and there is generally a national call 

for celebration. Throughout the world there are 

many such days when people are filled with 

national pride. 

Your school has decided to have a fun fair 

in June. The local estate agent has 

volunteered to put up a display board on 

the main road outside the school. You have 

been asked to design this promotional 

board. On a large sheet of paper or 

cardboard, draw up your board. 

Remember, this is a report, so at the top 

make a statement about the fair and then 

describe what will be available to visitors. 

Finish the board by encouraging people to 

‘be there!’ 

Report 

Use a variety of resources to help you 

research a festival or celebration in a 

country of your choice. You can use 

one of the suggested countries. Write 

an informative report about the 

origins of the celebration and how the 

people in your chosen country and 

around the world react to the day of 

national importance. 


Report 


33 

Puppets on parade 

At many festivals and fairs, people of all ages 

will gather to watch the presentation of a 

puppet show. There are many different types 

of puppets, from those worked by strings to 

those worn as a glove or operated on a stick. 

A puppet operated by using strings is called a 

marionette. These puppets can be very lifelike. 


34 

Words of celebration 

There are celebrations taking place in every 

country around the world every day. People 

celebrate for many different reasons—for 

anniversaries of events, to welcome heroes, or 

to recognise success. Celebrations can take on 

many different forms—a party, a parade, or a 

church gathering. 

Find a picture of one of these puppets or 

use your research knowledge to locate 

written information about it. Write an 

explanatory text about how a marionette 

works. Draw a diagram of one of these 

puppets. Perhaps you could also attempt 

to construct one. 

Explanation 

Make a list of as many celebratory words 

as you can think of. Use squared paper to 

create your own ‘word search’. Leave a 

space at the top for instructions. Below the 

puzzle, list all the words you have included. 

Imagine that no-one in your class has ever 

completed a word search activity. Go back 

to your space at the top of the page. Write 

detailed instructions that will help others 

understand how to complete the task. Ask 

your teacher to photocopy your word search 

so that your friends can see how many of 

your hidden words they can locate. 


Procedure 


35 

Bonfire Night 

On 5 November we celebrate Bonfire Night. 

There are lots of firework displays. We burn 

effigies of Guy Fawkes on bonfires because he 

tried to blow up King James I and the Houses 

of Parliament in 1605. Unfortunately, people 

are injured by fireworks and bonfires each year. 


36 

It’s good to be able to recall a friend’s birthday 

party by looking at the party bag you were 

given. Usually, party bags are filled with ‘fun’ 

items that can amuse and entertain, a selection 

of sweets, and, most important of all, a slice 

of delicious birthday cake! 

What’s in the 

perfect party bag? 

Bonfire Night is dangerous. 

Only professionally-organised firework 

displays should be allowed. 

Write a text based around this statement. 

Begin by making a general comment about 

Bonfire Night and then follow it with points 

from both a positive and negative point of 

view. 

Discussion 

Your mum has given you the job of filling 

the ‘perfect party bag’ for the children 

coming to your birthday party. Write a story 

about this wonderful opportunity. Don’t 

forget to include how you felt when you were 

asked, a great description of all that you 

have included in the bag, how you went 

about making your choices and how 

satisfied you felt when your task had been 

completed. 


Narrative 


37 

Photographic memories 

in a postcard 

Visiting a special place or taking part in a 

particular celebration always seems better if 

we can share it with a friend. If we are able to 

tell someone about an experience, we can relive 

the excitement and sometimes picture ourselves 

back in that celebratory situation. 


38 

Celebrations affect different people in different 

ways. Some people thrive on any celebration 

and are always ready to have a party and ‘kick 

up their heels’. Others find it difficult to get 

involved in such excitement, or find the joviality 

of some occasions quite unnecessary or 

inappropriate. 

Who should 

celebrate what? 

In reality or in your imagination you have 

been to a celebration somewhere else in 

the world. (It may help to research a festival 

or celebration.) You want to tell your friend 

back home all about your experience. Cut 

a sheet of paper or cardboard to the size of 

a postcard. On one side, draw a picture of 

the celebration and on the other side of your 

‘postcard’, write a letter to your friend about 

what you saw and did on this special 

occasion. 

Recount 

Write a discussion text about the following 

statement: 

National celebrations should be 

enjoyed by all. 


Remember, when writing a discussion text 

begin with a general statement and then 

follow it up with points supporting and then 

disagreeing with the statement. Another 

general statement can be written at the end. 

The text is meant to generate discussion not 

simply convey your point of view. 

Discussion 


39 

Who hides behind 

that mask? 

Parties and celebrations can be enhanced by 

what the guests wear. Many parties are branded 

‘fancy dress’ and people come dressed in a 

variety of costumes. Others just require you to 

wear a mask or a hat. At a masquerade ball 

everyone wears a mask and it is often difficult 

to guess who the person is wearing a particular 

disguise. 


40 

The Chinese dragon has taken part in many 

festivals, not just in homeland China, but in 

many countries throughout the world. The 

dragon has been constructed from many 

different materials over time and has wound 

through processions in a variety of ways. 

Breathing fire 

If you were invited to a masquerade ball you 

would probably have many ideas about the 

mask you would wear. Let’s imagine your 

chance has arrived. In three weeks time you 

will go off to one such ball all dressed in 

your finest clothes but cleverly disguised by 

a mask you have constructed. 

Plan your mask and then construct it. To 

allow your friend to make a matching mask, 

you need to write out careful instructions. 

List required materials and number each of 

your steps; ensure they are in a logical order. 

Procedure 

Imagine your school is going to have a 

multicultural parade and your class has 

chosen to be the Chinese dragon. On a 

sheet of paper, design the dragon that your 

class will construct. Try to ensure that your 

dragon has a number of movable parts. 

Write a text explaining how your dragon will 

move. Include how the eyes might roll 

around, how the ‘fire’ might go in and out 

of the mouth and how the huge creature 

will move itself from the start to the end of 

the parade. 


Explanation 


41 

Umbrellas up! 

Umbrellas down! 

How often do we criticise the role played by 

our weather forecasters? Questions like, ‘Why 

don’t they just guess?’ and ‘Don’t you think 

we could have told them it was going to rain?’ 

are often thrown around by a disgruntled 

public. But how difficult is their job? 

Technology allows them to investigate the 

forces within our atmosphere and the habits 

of the tides. But nature being nature, 

predictions are not always going to be accurate. 


42 

We cannot survive without fresh water. In many 

countries of the world thousands of people have 

died because of drought, as without rain, crops 

do not grow and therefore food becomes very 

scarce. It is vital that we conserve water as 

much as we can. Often, even in winter, when 

we think it seems cold and damp all the time, 

we sometimes actually get very little rain. 

Perhaps it’s a good idea to try and keep a record 

of how much rain we receive over a certain 

period. 

Let’s gauge the rain 

Walk outside and get a ‘feeling’ for the 

weather—the temperature, winds and the 

clouds. Now think ahead two days. What 

will happen? Write your own weather 

forecast to tell us what you think the weather 

will be like in two days time. Don’t forget on 

that day, to check how accurate your 

forecast was. 

Report 

Draw a design, write a detailed construction 

procedure, listing materials required and 

construct your own rain gauge. Remember, 

you will probably need to be able to see into 

the container you use and you will need to 

draw some measurement marks that will 

indicate how much rainwater has been 

collected. Place the gauge in a very safe 

place at school or at home and record your 

findings over a set time. 


Procedure 


43 

The poetry of weather 

During particular seasons or on certain types 

of days we can use many words that express 

how we feel, or that tell us what impact the 

weather is having on the environment or on 

people around us. 


44 

Seasonal features have been known to cause 

many natural disasters throughout the course 

of history. Hurricanes, earthquakes, volcanoes, 

tornadoes, floods, tidal waves—all these 

features of nature have brought about 

incredible damage and destruction. 

Forces beyond 

our control 

Choose one season or weather feature such 

as wind or flood, and brainstorm as many 

words as possible that are relevant to your 

chosen topic. 

Using these words, write your own narrative 

poem. The verses of your poem will need to 

include an introduction, complication and 

resolution. Give your poem a title and 

illustrate the text. Remember, not all poems 

have to rhyme! 

Narrative 

Choose one of these dynamic features of 

nature. Research and take notes about what 

causes such forces to occur. Using the 

information that you have collected, produce 

a text that explains how each natural 

phenomenon occurs. Try to find out when 

and where the worst of each type of disaster 

has taken place around the world. It could 

be interesting to locate these places on a 

map of the world. 


Explanation 


45 

The forces of nature 

were overpowering 

As we’re reading a story we often try to predict 

how the plot will develop. If ten people made 

predictions about a text they might all be 

different. We build up a picture of the setting 

in our minds and we develop a certain 

relationship with the characters. These are 

often influential factors when making 

predictions. 


46 

Weather is often capable of influencing a 

person’s state of mind. The cold and wet can 

make us feel depressed, sunshine can make us 

feel bright and happy and a storm can make 

us feel very nervous, anxious or frightened. 

It made me feel 

the way I did 

Read the following introduction to a story 

and develop a plot as you see fit. 

It was 9.30 p.m. and the wind was blowing 

a gale. The five adventurers suddenly felt 

that they were at the mercy of the weather. 

They began to panic—would their tent be 

strong enough to withstand the gale that 

was howling up from the ocean? Flashes of 

lightning could be seen in the distance and 

the rumbling thunder grew louder every few 

minutes. 

Narrative 

Think back to a time when some form of 

weather really affected you. It might have 

been a thunderous storm one night while 

you were in bed or a windy day when you 

had difficulty completing a task. Giving 

special attention to the way you felt on this 

particular occasion, write a personal recount 

of the experience. 


Recount 


47 

Bring on the wind 

There are some things for which we are truly 

grateful when it comes to the weather. Wind 

is one of these forces of nature that can be 

very beneficial in the right situation. Have you 

ever tried to fly a kite on a very still day? The 

results aren’t worth talking about. Kites vary 

enormously in their designs and flying abilities, 

but wind is a necessary component for a 

successful flying experience. 


48 

How should we address 

the water situation? 

Water is a very precious resource. In some parts 

of the world there seems to be an abundance 

of water, with the land receiving a high annual 

rainfall. In some countries there are places that 

experience average rainfall, as well as other 

areas where droughts or minimal rainfalls are 

recorded year after year. What actions should 

be taken to try to ensure that water is 

recognised as a valuable resource which should 

not be taken for granted? 

Design and make your own kite. Write 

out detailed, sequential instructions that 

would help someone else construct a 

similar kite. Remember to list the required 

materials at the start of your text. 

Procedure 

Read the following statement: 

Water restrictions should be 

implemented before a drought 

situation is declared. 


Write a discussion text based around this 

statement. You will need to begin with a 

general overview of the issue to be 

discussed, followed by points that both 

support and refute this statement. 

Discussion 


49 

What happens 

in space? 

The sun is the most powerful component of 

our galaxy. The nine planets spend their time 

rotating and revolving around this enormous 

star. We know that our Earth is never still and 

we know that our position in the galaxy has a 

bearing on the processes of day and night and 

the seasons. 


50 

Using the terms ‘seasons’ and ‘weather’ as 

a basis for your research, locate and take 

notes on what causes the changing 

seasons that we experience on Earth. 

Use this information to write an explanatory 

text titled, ‘Why we experience the different 

seasons’. 

Explanation 

Informing the insurance 

company 

Most people have their homes and other 

property insured in some way. People take out 

insurance policies so that if some unforeseen 

event occurs and property is damaged or 

destroyed, they are able to get some financial 

assistance to replace or repair the property. 

When a claim is being made the insurance 

company needs to know exactly what happened 

to cause the problem, what property was 

damaged and to what degree. 

Imagine that a very heavy storm passed 

through the area where you live. A great 

deal of your property was damaged. Write 

a letter to your insurance company telling it 

exactly what happened and to what extent 

your property was damaged. 


Recount 


51 

Landscaping a garden 

When planting a garden it is important to 

remember the needs of plants. All plants need 

water and energy from the sun to survive. Some 

plants will have major root systems and 

therefore should not be planted close to 

buildings; some have trouble growing in clay 

soil; and other plants are affected by too much 

heat or frost. 


52 

All living things need the sun in order to survive. 

Photosynthesis is a scientific word that refers 

to the process by which green plants use energy 

from the sun to produce carbohydrates from 

carbon dioxide and water. This statement can 

be more readily understood in diagram form. 

Reporting on 

photosynthesis 

As the owner of a reputable landscaping 

company you have been asked by some 

landowners to design and landscape their 

property. Draw up your plan for their garden, 

marking in such things as walls, rocks, lawn 

areas and types of plants that you will use. 

Before the homeowners will accept your 

quote you need to give them a detailed 

report on all that will be done. Write your 

report. 

Report 

Use a variety of reference sources to help 

you find out about the process of 

photosynthesis. On a large sheet of paper, 

draw and label a diagram that explains 

how a plant makes use of the sun to carry 

out this process. In your own words, 

underneath your diagram, write a scientific 

report about what you have drawn. 


Report 


53 

Come to my 

garden party 

Entertaining friends is a pleasurable pastime 

that most people enjoy. Sometimes gatherings 

of people are formal and other times they are 

quite informal and organised just on the spur 

of the moment. The more formal type of gettogether 

will often involve some form of written 

invitation. You have just planned and invited 

a group of friends to what you hope will be a 

spectacular garden party. 


54 

Most towns and cities have some form of 

botanical gardens or garden parks. These 

gardens are usually maintained by local 

councils and can be visited by anyone in the 

immediate community as well as by tourists 

to the area. 

Gardens we can 

all enjoy 

Planning doesn’t necessarily mean success. 

You never imagined that your garden party 

could turn out the way it did. Write a story 

about everything that occurred to spoil this 

special occasion. 

Narrative 

Try to recall a time when you visited a special 

garden or a park. Write about your 

experiences on that day. Include a 

description of the park, your impressions of 

the environment and what you did while 

visiting the garden or parklands. 


Recount 


55 

Experimenting 

with plants 

We know that all plants have various needs 

and if they are going to grow to their full 

potential these needs must be met. These needs 

include such things as light, water, room for 

root growth and protection from extremes of 

weather. To assess the requirements of a 

particular plant we can carry out experiments 

where conditions are varied. By evaluating the 

results of these experiments we can identify 

what requirements must be met for the plant 

to thrive. 


56 

Some trees and plants look the same all year 

round. They might grow a little but they remain 

the same colour and basically the same shape. 

Other plants and trees, however, can vary quite 

considerably with the seasons. 

Changing 

appearances 

Set up your own experiment to assess the 

needs of a particular plant. Cress or mustard 

seeds are good to use for this purpose and 

can be grown in soil or on cotton wool. You 

must write up the aim of the experiment: 

what are you aiming to discover? Then give 

a detailed account of how the experiment 

is set up. You will need to look for results 

every couple of days. Record your results 

and evaluate your findings. 

Procedure 

By using research material, or by visiting or 

contacting a plant nursery, find out the name 

of a tree that does change its appearance 

with the seasons. In your book or on a sheet 

of paper draw four pictures that show how 

the tree would appear in each of the four 

seasons. Label the diagram with the 

appropriate seasons and write a short 

passage under each about why the tree 

behaves the way it does during those 

particular months of the year. 


Explanation 


57 

From fern to fairytale 

One of the first fairytales most of us hear as a 

child is about Jack and the beanstalk. After 

dropping magic beans from his bedroom 

window, Jack discovers an enormous beanstalk 

that takes him to an amazing land where the 

most incredible experiences take place. What 

wonderful imagination went into the writing 

of this tale. 


58 

The felling of the forests 

There is no doubt that the cutting down of 

trees has an impact upon life in general. Treefelling 

can be bread and butter for one person 

while for another it is seen as devastation. 

Consider the following statement: 

There is not a person on Earth 

who will not be affected by the 

continual cutting down of our 

forests. 

You are going to write your own fairytale. 

The only stipulation is that some form of 

plant life must be at the centre of your story. 

That means the setting can be under the 

sea, in a forest, up an oak tree or anywhere 

you could find some type of plant, weed or 

tree. Set an age to which you think your tale 

will appeal and keep that in mind 

throughout your writing. 

Narrative 

Write a discussion text about the given 

statement. Remember, your aim is to 

generate discussion on the topic, not to 

deliver your personal opinion. Provide 

arguments for both sides of the issue so 

those who read your text can form their own 

opinions on the matter. 


Discussion 


59 

A strong windbreak 

One of the greatest problems that some farmers 

face is erosion. Wind and rain can play havoc 

at different times during the year and either 

blow or wash away precious topsoil. To combat 

this problem a farmer may plant a windbreak 

to stop wind erosion or break the flow of 

running water. 


60 

A different perspective 

When we’re small, everyone and everything 

around us seems to be gigantic. We are always 

looking upwards and we see everything in the 

world from ground level. Let’s get a different 

perspective on life. 

Investigate the problems of erosion and the 

types of trees or bushes that can be used 

as a windbreak. Write a text explaining how 

a windbreak can save a farmer an 

enormous amount of money. You could 

begin by making a general statement about 

the problems of erosion and the 

effectiveness of windbreaks. Explain how 

the windbreak works and conclude by 

writing an evaluative summary. 

Explanation 

Imagine that you climbed the tallest tree in 

your area. You were perched very 

comfortably on the solid topmost branch. 

What a different world you were in. 

Write a text about all that you were able to 

see. Try to make use of adjectives and 

adverbs to build up a photographic 

impression in the mind of the reader. 


Recount

PR-0660UK 60 Writing Topics - Upper

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