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“Writing for a Purpose: Balanced Arguments” is a learning resource designed to help Key Stage 2 children comprehend the key elements and objectives of writing a balanced argument. This resource offers a comprehensive explanation of balanced arguments and their main features. A balanced argument is a form of writing that presents two or more perspectives on a topic, providing evidence and reasoning to support each perspective. The key components of this type of writing include presenting opposing viewpoints, providing supporting evidence, and presenting a conclusion that takes into account all perspectives. The resource also includes a sample balanced argument to illustrate how these elements can be utilised in practice. The argument features multiple perspectives, supporting evidence, and a conclusion that takes into account all perspectives. This resource can be used in English lessons to introduce children to the genre of balanced arguments and provide guidance on creating an effective argument. Teachers can utilise this resource to introduce the topic, offer guidance on how to write a balanced argument, and provide examples for children to follow. Moreover, this resource can be used to encourage scaffold writing across the curriculum. For example, children can apply the knowledge and skills they have learned from creating a balanced argument to write similar pieces for other subjects, such as science or social studies, by presenting multiple perspectives on a scientific or historical issue. In summary, “Writing for a Purpose: Balanced Arguments” is a valuable resource that can aid children in developing their writing skills and understanding different writing genres.

“Writing for a Purpose: Instructions” is a learning resource designed to assist Key Stage 2 children in understanding the essential elements and objectives of writing instructional texts. This resource offers a comprehensive explanation of instructional writing and its main features. Instructional writing is a form of writing that provides step-by-step guidance on how to perform a task or achieve a goal. The key components of this type of writing include clear and concise language, a logical sequence of steps, the use of imperative verbs, and the inclusion of any necessary warnings or precautions. The resource also includes a sample set of instructions to illustrate how these elements can be utilised in practice. The instructions provide a clear and concise explanation of how to make a simple craft project, with a logical sequence of steps and the use of imperative verbs. This resource can be used in English lessons to introduce children to the genre of instructional writing and provide guidance on creating an effective set of instructions. Teachers can utilise this resource to introduce the topic, offer guidance on how to write instructional texts, and provide examples for children to follow. Furthermore, this resource can be used to encourage and scaffold writing across the curriculum. For instance, children can apply the knowledge and skills they have learned from creating a set of instructions to write similar pieces for other subjects, such as science or technology, by using instructional writing to explain a scientific experiment or how to use a new piece of technology. In summary, “Writing for a Purpose: Instructions” is an invaluable resource that can aid children in developing their writing skills and understanding different writing genres.

“Writing for a Purpose: News Report Recount” is a learning resource designed to help Key Stage 2 students comprehend the essential elements and objectives of writing a news report recount. This resource provides a comprehensive explanation of news report recounts and their primary features. A news report recount is a form of writing that narrates current events or news stories. The key components of this type of writing include using third-person point of view, describing events in a factual manner, using clear and concise language, and presenting information in a logical order. The resource also includes a sample news report recount to illustrate how these elements can be utilised in practice. The recount features a third-person narrative, factual descriptions of events, and clear and concise language. This resource can be used in English lessons to introduce children to the genre of news report recounts and provide guidance on creating an effective recount. Teachers can utilise this resource to introduce the topic, offer guidance on how to write a news report recount, and provide examples for children to follow. Furthermore, this resource can be used to encourage and scaffold writing across different subjects. For instance, students can apply the knowledge and skills they have learned from creating a news report recount to write similar pieces for other subjects, such as science or social studies, by using the elements of a news report recount to describe a scientific experiment or a historical event. In conclusion, “Writing for a Purpose: News Report Recount” is a valuable resource that can help children develop their writing skills and understanding of different writing genres, specifically news report recounts.

“Writing for a Purpose: Diary Recounts” is a learning resource designed to assist Key Stage 2 children in comprehending the essential elements and objectives of writing a diary recount. This resource offers a thorough explanation of diary recounts and their main features. A diary recount is a form of writing that narrates personal experiences or events as they occurred, often in a chronological order. The key components of this type of writing include using first-person point of view, describing events in detail, including personal thoughts and feelings, and creating a sense of time and place. The resource also includes a sample diary entry to illustrate how these elements can be utilised in practice. The recount features a first-person narrative, detailed descriptions of events, personal reflections, and a clear sense of time and place. This resource can be used in English lessons to introduce children to the genre of diary recounts and provide guidance on creating an effective recount. Teachers can use this resource to introduce the topic, offer guidance on how to write a diary recount, and provide examples for children to follow. Moreover, this resource can be used to encourage and scaffold writing across the curriculum. For example, children can apply the knowledge and skills they have learned from creating a diary recount to write similar pieces for other subjects, such as science or social studies, by using the elements of a diary recount to describe an experiment or a historical event. In summary, “Writing for a Purpose: Diary Recounts” is a valuable resource that can aid children in developing their writing skills and understanding different writing genres.

“Writing for a Purpose: Comics” is a learning resource designed to help Key Stage 2 children understand the essential elements and purposes of creating a comic. The resource provides a detailed explanation of this type of writing and its key attributes. A comic is a form of visual storytelling that uses illustrations and dialogue to convey a narrative. The primary elements of this type of writing include character development, plot, pacing, visual composition, and dialogue. The resource includes a real-life example of a comic to demonstrate how these components can come together in a comic to support well-developed characters, an engaging plot, balanced pacing, visually appealing compositions, and appropriate dialogue. This resource can be used as a tool when learning about the comic genre in English lessons. It provides a clear understanding of the essential features of a comic and how to create an effective one. Teachers can use the resource to introduce the topic, provide guidance on how to create a comic, and offer examples for children to follow. Moreover, this resource can also be used to support and scaffold writing across the curriculum. Children can apply the knowledge and skills they have learned from creating a comic to create similar visual narratives for other subjects, such as science or history, by using visual storytelling to explain a scientific concept or historical event. In conclusion, “Writing for a Purpose: Comics” is a valuable resource that can support children in developing their writing skills and understanding of the different genres of writing, particularly the comic genre.

“Writing for a Purpose: Imagery Poem” is a learning resource crafted to aid Key Stage 2 children in comprehending the fundamental elements and purposes of writing an imagery poem. This resource features an in-depth explanation of this type of writing and its key attributes. An imagery poem is a form of expression that uses vivid, sensory language to paint a picture in the reader’s mind, allowing them to experience a particular moment or emotion. The primary elements of this type of writing include sensory language that appeals to the five senses, descriptive words that create a clear picture, and a theme that is conveyed through the imagery. The resource also provides an exemplar imagery poem to demonstrate how these components can come together in a poem. The poem includes vivid sensory details, descriptive language, and a theme conveyed through the imagery. This resource can be used in English lessons to introduce children to the genre of imagery poetry and provide guidance on creating an effective poem. Teachers can use this resource to introduce the topic, provide guidance on how to create an imagery poem, and provide examples for children to follow. Furthermore, this resource can also be utilised to support and scaffold writing across the curriculum. For instance, children can apply the knowledge and skills they have learned from creating an imagery poem to write similar pieces for other subjects, such as history or social studies, by using sensory language and vivid descriptions to evoke a specific time period or event. Overall, “Writing for a Purpose: Imagery Poem” is an excellent resource that can support children in developing their writing skills and understanding of different writing genres.

“Writing for a Purpose: Non-Chronological Report” is a learning resource designed to support Key Stage 2 students in understanding the features and structure of non-chronological report writing. Non-chronological reports are a type of informative writing that present factual information on a specific topic, but not in chronological order. This resource breaks down the main features of a non-chronological report, such as the use of headings, subheadings, facts, and technical vocabulary, and explains how they should be used. The resource includes a real-life example of a non-chronological report to help students identify the features and structure of the genre. The resource can be used as a tool during English lessons to introduce students to non-chronological report writing and teach them how to write their own reports. Teachers can use the resource to model how to structure a non-chronological report and highlight the importance of factual information, clear organisation, and technical language. Students can then practice writing their own reports on a range of topics, applying what they have learned from the resource. In addition to English lessons, “Writing for a Purpose: Non-Chronological Report” can also support scaffold writing across the curriculum. Students can use non-chronological reports to present information in science, history, geography, and other subjects. This resource can help students understand how to structure and organize their writing in a clear and informative way. Overall, “Writing for a Purpose: Non-Chronological Report” is an excellent learning resource for Key Stage 2 students to develop their informative writing skills and understand the features of non-chronological reports. It provides clear explanations, examples, and practice opportunities to support students in their writing across the curriculum.

“Writing for a Purpose: Tourism Advert” is a learning resource designed to support children in Key Stage 2 in understanding the main features and purposes of creating a tourism information poster. The resource includes a detailed explanation of the type of writing and its main features. It explains that a tourism information poster is a visual and informative representation of a particular tourist destination, designed to attract visitors and provide them with the necessary information about the location. The main features of this type of writing include using persuasive language to engage the reader, clear and concise information about the destination, appealing visuals such as images and graphics, and an overall attractive layout. The resource also includes a ‘real-life’ example of a tourism information poster to demonstrate how the features of this type of writing should look like in practice. The example poster includes appealing images of the destination, clear and concise information about the location, and persuasive language to encourage visitors to explore the destination. The resource can be used as a tool when learning about the genre of writing in English lessons, as it provides a clear understanding of the key features of tourism information posters, and how to create an effective poster. Teachers can use the resource to introduce the topic, provide guidance on how to create a poster and provide examples for children to follow. Additionally, this resource can also be used to support scaffold writing across the curriculum. For example, children can use the knowledge and skills they have learned from creating a tourism information poster to create similar posters for other subjects, such as science or geography, by applying the key features of a tourism poster to create a visual and informative representation of a scientific concept or a geographical location. Overall, “Writing for a Purpose: Tourism Advert” is a valuable resource that can support children in developing their writing skills, as well as their understanding of the different genres of writing.

‘My Task Organiser’ is a fun and engaging sheet designed to help children plan and organise their school work and tasks. It is especially helpful for children who find it difficult to plan how to tackle their work. The sheet is colourful and attractive, with bright illustrations and clear instructions. The organiser includes several sections to help children plan and execute their tasks. The first section is an ‘I will’ statement, where the child can write down their goal for the task. This could be something like “I will complete my maths homework tonight.” This helps the child focus on what they want to achieve and gives them a sense of purpose. The next section is a step-by-step plan. The child can write down the steps they need to take to complete the task, starting with ‘start by’, ‘next’, ‘then’, and ‘last’. This helps the child break down the task into manageable chunks and gives them a clear plan of action. The organiser also includes icons the child can tick to show which resources they will need to complete the task, such as a pencil, ruler, or calculator. There are also spaces to add additional resources specific to the lesson or task. ‘My Task Organiser’ can be completed independently or with adult support. It is an excellent tool for children who struggle with organisation and planning, as it provides a clear framework for completing tasks. The colourful design and fun illustrations make it engaging and appealing to children, encouraging them to refer to it regularly during the task.

‘Diversityville: Street 1’ is a complete teaching resource designed to introduce and explore diversity, equality and inclusion across both the primary and secondary phases. Set in a fictional town, Diversityville is home to a range of families who, while they may appear different in many ways, also share many similarities with us. This resource helps pupils make meaningful connections with others through stories, discussion, and creative activities. The town can be introduced as a completed display or built gradually, with residents ‘moving in’ one at a time to support ongoing conversation and reflection. Each Diversityville story tells of a child who has recently moved to the town. Their story explains their background, how and why they arrived in Diversityville, and highlights differences and similarities that can be used as key teaching and discussion points. Every story ends with a reflective question to encourage pupils to consider their connection to the child. The resources in ‘Diversityville: Street 1’ include: 6 engaging stories, each inspired by real-life situations (Street 1 includes immigration, adoption, disability, diverse families, mental health, and young carers) 6 fully resourced lesson plans – one for each story – including a story-led discussion, guided reflection, targeted vocabulary, paired or group activities, and a creative task such as artwork, drama, or personal writing to help children connect with each character’s experience A selection of illustrated homes to represent each child’s arrival in the town A map-pin style portrait for each child to add to your display A title banner and town explanation to introduce Diversityville to your class or school ‘Diversityville: Street 1’ is a flexible, inclusive resource that opens the door to important conversations and helps children build understanding, empathy and connection – one story at a time.