A good creative writing activity that starts with a single button and ends in a complete story that includes a character description.

A great way to cover Reports and Persuasive writing. I’d spend the whole week on this, including History time as the topic of The Titanic is so engaging. Introducing bias and objectivity is also a good way to stimulate writers as you can set up ‘reporters’ to state a point of view contrary to someone else. Children who needed additional support worked with an adult on a guided piece. The example is the first one we produced (Y5) but I’ve expanded it since. The back page stories are worth a look – some of these adverts are genuine ads from the 1910s. I always encourage creativity – even with non-fictional writing – and there is so much scope available on a topic/subject like this. The black and white film ‘A Night To Remember’ is a superb resource as they had people who had survived the Titanic disaster consulting on the movie. The BBC also has a fabulous archive of eyewitness accounts. I would have children in pairs or threes working on one story: conducting research and interviews ( I/TA would hotseat whoever they wanted to interview). All the work was put into Word document (I used to use Publisher when it was free) which an editor can manage but there are now many other options available. We would print the four pages then photocopy onto one sheet of A3 paper, back and front, which we folded into a Newspaper we could then print and sell to parents. Children also made posters advertising the sale of the newspapers. I have included a few things to help you get started: • an example of a completed newspaper • a story I found on-line about an Egyptian curse • photographs • quotes from survivors • the Jerome Bourke story • The Francatelli letter • Joseph Boxall – surviving officer

An interactive game that immerses the class into the trials and tribulations of the Tudor explorers aiming to settle in the new World of America. An activity that lasts a whole afternoon and engages everyone in the drama of the Roanoke experience. Random events add to the ‘explorers’ troubles. I’ve included background information and pictures, as well as possible explanations for the mystery. The engagement provides a lot of opportunities for both creative and non-fiction writing: stories; recount; persuasive writing; explanation texts etc

I used this as a resource for Y6 writing during a topic on The Titanic. It is set up in three parts so that more able writers can develop ideas in greater depth. The third element is at their discretion. The boys were fascinated by a story about an unlucky man from the US and most of them chose to work his misfortune into a diary account… I found this in a book and will add the story when I can find it… One greater depth writer used some web design skills we had practiced to produce a great resource with four biographical accounts of jinxed/lucky people including Violet Jessop. The two shared writes give ideas of how to develop stories based on true events.

Writing task for Y6 - I focused on Greater Depth writers with it but feel free to adapt. Description is the key. Also adding a different voice - hence the postcard home at the end. This was often the first piece of writing we did in the tear so it has supported planning, but this can be ignored or adapted. I’ve included background on Henry’s amazing true story, a postcard template, a shared write as an example as well as a PowerPoint on no-mans-land.

A creative approach to non-fiction writing. I find it really helps the children. I’ve included some photographs but there are hundreds available - choose what suits you. I’ve also included features of the text type. Don’t forget the change of voice - easy to do here as you just need an expert giving an opinion. I always start with a shared write to show the class the way…

A game where children choose routes on a large map, using the terrain to help them travel from fort to fort. Forfeits and disasters lie in wait if choices are bad. I’ve included rules and what you will need. Also an example map that I copy each time I do this. It helps the class understand how terrain affected choices of route and how naturally occurring materials helped the Romans build bridges out of wood or stone for example.

I used this a few times as a booster task for more able writers, but it can be adapted easily enough for all abilities. Be sure to have good written descriptions of blitzed London (I’ve included some real diary extracts and photographs) and take the description of arriving at the lighthouse from the actual story to provide the contrast. Any GD writers should also really focus on developing the character of the narrator - I asked them to work on a theme e.g. home-sick, brave, protective of sibling and follow this throughout the story. One Greater Depth writer wrote a fantastic story called The Quest For Cows on this WW2 theme – the narrator (obsessive by nature) had never seen a real cow and was desperate to see one, to the point of obsession. The train leaves London at dusk and travels through the night and it is only as it arrives at the lighthouse that he sees his first cow.

I use this early on during a topic based on Shackleton’s Journey by William Grill to engage the class in the incredible story and provide inspiration for diary writing and a ghost story… I’ve included background information; three extracts describing ghosts; shared writing example; a grammar worksheet to generate figures of speech; a simple game using dice and multilink cubes, forfeits cards (provided); recording sheet (provided).

I was challenged by my class to come up with a way of combing PE with another subject. This is the result. Thoroughly enjoyable activity at the end of a unit on Tudor Explorers. Our school is blessed with a large field and plenty of space but this can be adapted in all sorts of ways. I’ve even run it in the classroom - without the PE element. They seem to engage and learn well in these activities and could all talk about Tudor trade with some knowledge. All whilst raising their heart rate.

This is an end of unit idea involving discussion of the poem, it’s characters and how their actions would be viewed by modern standards; leading into persuasive writing - preparing statements for a trial of the three main characters. I then role-play the court case with a jury made up from another class.