Teaching Strategies, Tactics, and Methods

A biography is a detailed description of someone’s life written by someone else. Writing a memoir is a great way for students to practice reading and writing skills.

Biographies that are written by the subject themselves are called autobiographies.

Biographical writing is often about famous figures such as inventors, athletes, politicians, and celebrities. They are non-fiction descriptions of the subject’s life, including factual details and personal stories.

Writing a biography is a great way for children to learn information about the lives of others and gain important knowledge about historical and celebrated figures or even members of their own families. It’s also a perfect opportunity for them to practice and fine-tune their reading and writing skills.

Features of a biography

Biographies and biographical books can be written in various ways, focusing on the person’s life or specific event.

However, most biographies share common features:

• They should be factual and accurate
• They should explore some of the context of that person’s life, including their family situation, childhood, and any events that influenced them
• Explore wider context where relevant, including cultural events, political figures, and anything else that could relate to their future success or stature
• They are written in the present tense

How do Primary School Children Learn about Biographies?

Biography writing is a great way to teach children how to research, write reports and express their ideas. For this reason, biography writing is a focus in many primary school curriculums.

When writing a biography, children will learn core practical skills, such as structuring factual information into a text, and other techniques, such as lists and closing statements.

Biography writing can be a brilliantly accessible way to introduce informational texts to primary children. This is because a biography can be written about anyone that they are interested in, from historical figures to their favorite singers – even their family members. In addition, this makes the topic a fun and engaging way to practice writing reports, a skill they will continue to use throughout their schooling.

Children in middle and upper primary classes will begin to learn about biographies and biographical books by reading through photocopied texts and highlighting memoir features to show they have understood how one is out and what is included.

Writing a Good Biography

Writing a good biography takes more than just facts and figures; a memoir combines the beginning, middle, and end of a person’s story in an inspiring manner to keep readers engaged. It’s a way of bringing a person’s story to life in a book, chronicling their best story through a narrative of events that shaped their lives.

Teachers will set a task where children choose their favorite famous person and find as much information about their history as possible. A spider diagram will help children organize their notes before drafting their biographies.

Choosing an angle

Once children have gathered all the facts, it’s time to let them get creative. When writing a good biography, children should develop an ‘angle,’ something that sets their biography apart from others. The best thing for them to do is focus on a certain feature of their chosen subject.

Here are some examples:

• Sam chooses to write about the life and history of a rugby player named Ben Catchpole. He’s won many games for Australia and is well-loved by the community. However, Sam thinks the most interesting thing about Ben is that he used to be a ballet dancer. So Sam writes a great biography about the famous ballet-dancing rugby star – an interesting angle.

• Sam’s friend Kit is a big fan of famous conservationist Johnny Bundaberg. Johnny is most famous for his one-on-one charity fight with a Darwin crocodile. Johnny also has seven sisters who are all taller than him. So Sam thinks it’s a great angle to talk about how Johnny learned to fight crocodiles by practicing with his sisters as a boy.

People lead long and interesting lives with many events. Children will not be able to include all of them, so focusing on a unique angle will help them consolidate the facts and stories they have in the biography. In addition, coming up with an interesting angle means children can focus on the direction of their bio more easily, making it more interesting for the reader.

Using descriptive language

Using descriptive language when writing a biographical account sets it apart from the rest. Encourage children to draft their work and see if they can use more interesting words and adjectives in their writing to make it the best example of their skills.

For example –

• Rachel is writing about her favorite pop singer, who also collects vintage cars; she uses this sentence.

‘Billy Eyelash has seven cars; she keeps them in her garage.’

Rachel is encouraged by her teacher to use more descriptive language, and she rewrites her sentence.

‘Billy Eyelash collects beautiful vintage cars; she has seven unusual models she keeps in her enormous garage.’

After the first draft, the teacher will mark it, or there will be a peer assessment, where children swap their work and discuss improvements.

The final step includes the children writing their biographies neatly on the computer or in their handwriting. They can include titles, pictures, and captions to make their writing shine.

Resources for writing a good biography:

There are plenty of ways you can teach about biographies in the classroom.

This biography writing checklist is a handy tool that your class can use while writing and delving into the history of their subject. It lists all the features they need to include in the biographical account.

The featured person of a class biography should be a positive role model and someone who has lived a full and interesting life. For primary-level readers who are just learning how to research, it is a good idea for them to pick someone who already has a biography written about them. This will make fact-finding easier.

Older children should be encouraged to hit the books and articles that come up with the figures they would like to write about. Children will show a much more true sense of self and creative flair in their writing if they are passionate about the subject and have read a lot about them. Of course, Twinkl is always here to provide excellent examples if they struggle with a choice.

1. David Attenborough
2. Steve Irwin
3. Ahn Do
4. Roald Dahl
5. Albert Einstein
6. Nelson Mandela
7. Captain Cook
8. Cathy Freeman
9. Florence Nightingale
10. Frida Kahlo
11. Phar Lap – because horses are people too.

What are result clauses in English grammar?

In English grammar, result clauses are subordinate clauses that show the result of an action or situation. They help answer the question of why something happened.

Result clauses are introduced by a variety of conjunctions, such as:

• so;
• so that;
• such that.

Examples of Result Clauses

You can use a result clause to explain what happened due to the independent clause.

Here are a few examples.

Using ‘so’ as the conjunction

• There was a power cut, so we had to light a few candles.
• My friend loves comic books, so I bought her one for her birthday.
• The dog jumped into a muddy puddle, so we had to bathe him.
• It started raining, so we ran back inside for an umbrella.
• There’s not much time left, so we had better hurry.

Using ‘so… that’ as the conjunction

• There are so many languages to learn that I don’t know where to start.
• There are so many ways that you can answer that question.
• There are so many recipes that you can try out over the holidays.
• There were so few people queueing up that you could slip right through.
• There are so few hours in the day that I can’t do everything I want to do.

When you use the ‘so… that’ conjunction, the word following ‘so’ should be ‘many’ or ‘few,’ depending on the sentence.

Using ‘such… that’ as the conjunction

• The present was such a surprise that she gasped.
• The flood caused such panic that everyone had to evacuate.
• The girl was in such a frenzy that it was hard to calm her down.
• There was so much to learn that he wasn’t sure if he could do it all.
• It was such a puzzling situation that she was confused about what to do next.

When you use the ‘such… that’ conjunction, the following word should be a noun or phrase introduced by ‘a.

How else can you write result clauses in English grammar?

Another common way to write results clauses in English grammar is to use the phrases ‘as a result or ‘with the result that.’

• I practiced for a few extra hours, and as a result, I felt much more prepared.
• I practiced for a few extra hours and felt much more prepared.

It would help if you used a coordinating conjunction to connect the two clauses when using as a result. For example, if you combine them with a comma and not with a meeting, you create a comma splice.

This is because clauses starting with ‘as a result can also act as an independent clause. So, you could even start a new sentence using this phrase. For example:

• I practiced for a few extra hours. As a result, I felt much more prepared.

You can also use the informal version of ‘as a result: simply ‘resulting.’

• I practiced for a few extra hours, making me feel more prepared.

However, we must alter the rest of the clause to make sense.

Plus, the clause beginning with ‘resulting’ is not independent, so it should be connected to the independent clause with a comma.

Which one you choose is up to you!

Using ‘therefore,’ ‘thus,’ ‘consequently,’ etc

There are even more words and phrases that you can use to write a result clause in English grammar! These include:

• therefore;
• thus;
• consequently;
• in consequence;
• for this/that reason.

These words and phrases are considered formal and used in legal writing much more commonly than speech. However, it’s still important for children to learn and be aware of them.

They follow the same pattern as the previous result clauses when used in a sentence.

	Using a conjunction	New sentence
Therefore	I have a cold, and therefore, I should stay at home.	I have a cold. Therefore, I should stay at home.
Thus	My parents both have brown eyes, and thus, I do too.	My parents both have brown eyes. Thus, I do too.
Consequently	I missed the bus, and consequently, I was late for school.	I missed the bus. Consequently, I was late for school.
in consequence	I ate my dinner too fast and consequently got a stomach ache.	I ate my dinner too fast. In consequence, I got a stomach ache.
for this/that reason	I want to go to the zoo to save my pocket money.	I want to go to the zoo. For this reason, I’m going to save up my pocket money.

Did you know that there are about 17,500 different species of butterfly? We can’t tell you about them here because it would take far too long. So instead, we’ve chosen a few different types of butterflies for you to learn about. Enjoy!

Leaf butterfly

The leaf butterfly, also known as the Kallima butterfly, gets its name from its appearance. You guessed it – this butterfly looks like a leaf! When its wings are closed behind its back, each branch looks like a fallen leaf with a brown vein running along the middle. It works as a great type of butterfly camouflage to keep the butterfly safe.

Scientists believe the leaf butterfly evolved to get its characteristic looks to escape predators. The theory of natural selection and adaptation suggests that the butterflies which looked most like leaves would have had better chances of survival. This means that the “leafiest” of the leaf butterflies could pass on their genes to their offspring. Eventually, all of these butterflies would look very similar to leaves.

When the wings open, however, the leaf butterfly is beautifully vibrant, with an orange stripe and a blue shimmer.

Where do these butterflies live?

The leaf butterfly is found in Asian countries like India and Japan. It is a strong flier who likes to live in dense, wet forests. It eats tree sap and ripe fruit to give it plenty of energy to fly around and complete its life cycle.

The Queen Alexandra’s Birdwing

Queen Alexandra’s birdwing (Ornithoptera alexandrae) is the largest butterfly in the world. Their wingspan can reach up to 11 inches (or under 28 centimeters)! Females are generally larger than males, though females are a duller grey and cream color, whereas males have brilliant blue and green wings instead. The caterpillars are black with red tubercles, plus a light-colored band around their middle. They are very powerful fliers and like to fly in the early morning and at dusk.

Where do these butterflies live?

You can find Queen Alexandra’s Birdwing in Papua New Guinea. Sadly, these butterflies have become critically endangered due to deforestation and black market butterfly poachers.

Common blue butterfly

Where do these butterflies live?

The common blue butterfly is found in various grassy habitats in Britain and Ireland. These include coastal dunes, cliffs, road verges, and clearings in forests and woodland. So its name makes sense – it is the most common butterfly living in Britain and Ireland.

The males of this species are very brightly colored, but the female common blue butterfly is a little more subtle. The female common blue butterfly can be almost completely brown, but its color varies between different areas. The female common blue butterflies tend to have bright orange dots along the edge of their wings, but it can go.

These butterflies live in groups called colonies of up to several hundred, but some do live on their own.

The Western Pygmy Blue

This butterfly is tiny. It is known as the world’s smallest butterfly! Its wingspan is sometimes only half an inch (or just over 1 centimeter) across. Even though they are called the Western Pygmy Blue (or (Brephidium exilis or Brephidium exile), they are brown with a small amount of blue at the base of their wings.

Where do these butterflies live?

These butterflies are mostly found in Central America and Mexico, as they like the warm weather. However, they are quite common all across the Americas as a whole.

Paper kite butterfly

If you ever go to a butterfly house or exhibition, keep an eye out for the paper kite butterfly. With a wingspan of around 14 cm, it is quite big and easy to spot. It has beautiful silvery wings with black spots.

Predators need to watch out, though. The paper kite butterfly and its larva are poisonous. This is because the host plants that they eat are poisonous too.

Where do these butterflies live?

The paper kite butterfly is most commonly found in Southeast Asia but can sometimes be found in Northern Australia and Southern Taiwan. They live mostly in mangrove swamps or coastal areas.

Peacock butterfly

Like the owl butterfly, the peacock butterfly has big eyespots on its wings to confuse predators or scare them off. It has brownish-red branches with a single large eyespot like those found on peacock feathers. The underside of its wings is almost black, which allows the butterfly to hide on tree trunks.

Female peacock butterflies lay eggs in batches of up to 500, which starts the peacock butterfly life cycle. When the caterpillar’s hatch, they spin a web where they can live and feed together. The caterpillars are black with short spines and white speckles.

The peacock butterfly’s life cycle lasts almost a year, from the first eggs laid to the adult butterflies dying. After that, several months of their lives are spent in hibernation to survive the harshness of winter.

Where do these butterflies live?

The peacock butterfly is a strong flier who likes to roam Ireland and Britain’s countryside. It wants to live in woodland clearings, and around fields, so you might be able to spot it when you are out on a walk.

Fun fact: This butterfly can also hiss! When it rubs its wings together, it can make a hissing noise that humans can hear. This is another way that it tries to scare off predators.

The Brimstone butterfly

The Brimstone butterfly (Gonepteryx rhamni) is the butterfly that is known to live the longest of any butterfly species. Brimstone butterflies have been known to live for around 13 months, which is quite a long time compared to most butterflies! However, some butterflies only live for a couple of weeks or months. This is because they have leaf-like pale yellow and green wings that help serve as camouflage from predators. A reason for this short lifespan is the lack of food (flowers) in colder months. The brimstone butterfly gets around this by hibernating in cold weather and waking up when it is warm, and there are plenty of flowers!

Where do these butterflies live?

These butterflies can be found in Europe, Asia, and Africa. If you’re lucky, you might find one in the garden if you live in the United Kingdom!

Ulysses butterfly

These beautiful Ulysses butterflies are from a type called swallowtails. The Ulysses butterfly is also known as the Blue Emperor butterfly. The name Ulysses comes from the Roman name of an ancient Greek hero.

The upper side of the Ulysses butterfly’s wings is a bright, electric blue with a black border. The underside is black and brown, which might help it camouflage itself. When flying, the butterfly can be seen from great distances because its bright blue wings flash as they flap.

Where do these butterflies live?

The Ulysses butterfly lives in Australia, Indonesia, Papua New Guinea, and the Solomon Islands, in tropical rainforests and suburban areas. Some people breed Ulysses butterflies, but they have to get permits to do so.

Spring Azure

In contrast to the Brimstone butterfly, the Spring Azure (Celastrina ladon) only lives for a few days. It is a tiny butterfly with dark blue wings. The caterpillars are shades of pale green and can have small green marks that look like moss.

Where do these butterflies live?

Despite its short lifespan, this butterfly can be found across North America.

Zebra butterfly

The zebra butterfly gets its name from its mammal counterpart: the beautiful zebra with its black and white stripes. Zebra butterflies have black and white stripes on their wings, which are important for warning off predators, so they don’t get eaten. The caterpillars are white with black spots and black spikes along their body.

The zebra butterfly feeds on pollen and nectar, which is unusual for butterflies. Most butterflies only feed on nectar. Chemicals in pollen make the zebra butterfly toxic to potential predators. Their ability to use multiple food sources also means they have quite a long lifespan for a butterfly.

Where do these butterflies live?

These butterflies live in South and Central America but migrate north into other American states when the weather is warmer. They roost together in big groups at night, which helps them to stay safe and keep warm.

The Painted Lady

The Painted lady (Vanessa cardui) is a very popular butterfly, partially due to its beautiful orange, black, and white wings. Their wingspan is usually around 5-6 centimeters across.

Where do these butterflies live?

This butterfly has the longest migration route of any butterfly, spreading from North Africa, the Middle East, and Central Asia to mainland Europe, eventually reaching Britain and Ireland. As a result, you will often find these butterflies in your garden around August and early September.

Monarch butterfly and life cycle

Monarch butterflies have a striking pattern of black lines and white spots on an orange background. A couple of species look very similar to the monarch butterfly, including the painted lady and the ruler.

Where do these butterflies live?

The monarch butterfly lives in North America but migrates during the autumn to find warmer places to live. During this migration, they cover thousands of miles, but some have traveled much further – monarch butterflies have even been bred on the International Space Station!

Life cycle

The monarch butterfly’s life cycle is one of complete metamorphosis. It includes egg, larva, pupa, and adult stages. During the larval stage of the monarch butterfly life cycle, the caterpillar goes through five distinct growth phases. After each step, it molts. Each degree the caterpillar goes through during the monarch butterfly life cycle helps it grow bigger and store the energy it needs to transform into a butterfly during the pupal stage.

At the end of the monarch butterfly life cycle, a beautiful, fully-grown butterfly emerges from the pupa. It hangs upside down to dry for a few hours before it can fly away and start its life as an adult.

What are Demonstratives for in Grammar?

There are four demonstratives we can use in English Grammar:

This, That, These, and Those.

• This is – a singular object near the speaker.
• These – are plural objects that are further from the speaker.
• That – singular object near the speaker.
• Those – are plural objects further from the speaker.

You need to use the correct form of the verb for singular or plural: “what is” or “what are.” Demonstrative pronouns refer to objects and animals, which are the subject of the sentence, but not people, unlike other kinds of pronouns. We have personal pronouns for this.

They can help to tell us if a person or object is singular, plural, near, or far away. These demonstrative pronouns replace the nouns – the names of what we are talking about. These are determiners along with definite and indefinite articles, quantifiers, interrogative and possessive determiners. They help clarify what we are referring to.

A pronoun and a determiner are both words used in most languages. It would help if you learned about demonstrative pronouns in English, whether it’s your first or an additional language (EAL/ESL), and when studying the grammar of foreign languages. It’s helpful to include some examples in your demonstrative pronouns lesson plan.

Repurpose Packaging

Some packaging can be saved and repurposed to make new things. So rather than buying new supplies for your classroom, you could try making your own. For example, egg cartons can store arts and crafts items. Or, a yogurt container can be used as a crayon holder. Or, why not use old handwash containers as paint dispensers to avoid spillages and students pouring out more than they need? The possibilities are endless!

 Use Recycled Materials For Art Projects

Reusing materials in the classroom for something creative can be a great and easy way to show your child how to reduce waste. In addition, repurposed materials can do great art projects for your class to encourage children to get creative. For example, your pupils can clean plastic water bottles to make vases, pencil holders,  sculptures, or musical instruments.

Make Recycle Bins Easily Accessible 

Giving a class its own set of waste and recycling bins can help encourage everyone to recycle more, making it easier by making it a simple task. Clearly labeled containers throughout your school is a simple way to encourage children and adults to follow a whole school recycling program and dispose of their rubbish correctly.

Ditch Single-Use Waste

The best way to manage our waste is not to produce it in the first place. Often, single-use plastic can be replaced with non-plastic alternatives. For example, choose reusable materials for school events or class parties. You can also try to ditch the laminator wherever you can and instead choose plastic-free displays. Or, place cards or paper displays in reusable plastic pockets for temporary protection instead.

Minimize Paper Waste

Schools use a lot of paper daily and often can’t be helped, but there are ways to make your practices more eco-friendly. Before printing, consider if the task needs to be printed. One of the easiest changes you can make to reduce paper waste is replacing some paper forms with digital ones. There are also obvious options for printing on both sides, in black and white, etc.

Designate a Drawer for Scrap Paper

Scrap paper can be used again for rough drafts, notes, spelling tests, and more.  If students have a piece of paper that hasn’t been used on the back, have them put it in a container to use again.

Have a designated draw for the colored or cut paper to ensure that it can be used for artworks and crafts such as papier-mache projects or to make mosaics later.

 Eco-Friendly Lunches

Encourage waste-free lunches by cutting down on food packaging and single-use and disposable items. Ask your class to bring their lunches in reusable snack boxes and eliminate plastic bottles and cartons going in the bin with reusable water bottles

Ensure you encourage them to prevent excessive packaging, such as foil-wrapped sandwiches and cling film-wrapped fruit, if possible.

Designate a Drawer for Scrap Paper

Scrap paper can be used again for rough drafts, notes, spelling tests, and more.  If students have a piece of paper that hasn’t been used on the back, have them put it in a container to use again.

Have a designated draw for the colored or cut paper to ensure that it can be used for artworks and crafts such as papier-mache projects or to make mosaics later.

 Eco-Friendly Lunches

Encourage waste-free lunches by cutting down on food packaging and single-use and disposable items. Ask your class to bring their lunches in reusable snack boxes and eliminate plastic bottles and cartons going in the bin with reusable water bottles

Ensure you encourage them to prevent excessive packaging, such as foil-wrapped sandwiches and cling film-wrapped fruit, if possible.

What exactly is flash fiction? Flash fiction is a type of fiction writing defined by how short it is. Flash fiction is usually kept beneath a strict word count to tell a story in the least words possible. Some flash fiction tells an account in just a few words. Flash fiction dates back to the time of fables and parables. The form was popularized in the nineteenth century by writers like Walt Whitman, Kate Chopin, and Ambrose Bierce

Flash fiction can also have lots of different names. For example, it can be called micro-fiction, postcard fiction, short fiction, and more.

It certainly lives up to its name – it tells a story in a flash!

What are the characteristics of flash fiction?

1. Length: As you can imagine, one of the primary characteristics of flash fiction. This puts the flash in flash fiction! There is no definitive word count for flash fiction. However, only used and agreed-upon agreed-upon. These word limits range from six to approximately 1,000 words on the longer end.
2. Story structure: A flash fiction story differs from regular fiction stories. It is not the shortened version of a longer story; it still follows the elements of the plot, including a beginning, middle, and end, as well as a conflict and satisfying resolution.
3. Descriptions: One may think that flash fiction stories are short on description to save space. However, a strong piece can balance vivid descriptions with a quick-moving plot. Accounts with a brief explanation are not satisfying, and a flash fiction piece should feel complete.
4. Fast-paced plot: Just because your story is short doesn’t mean you can’t write an intriguing and interesting plot or storyline. A flash fiction story must have a wide field with a beginning, middle, and end.
5. A twist: Great flash fiction that we want to read often includes a surprise, usually in the form of a twist ending or an unexpected last line.

What are the elements of flash fiction?

Even though it’s much shorter, flash fiction features all the same elements as a short story or a novel. This includes:

• characters;
• plot;
• conflict/problem;
• build-up;
• resolution;
• point of view;
• style;
• themes;
• and tone.

However, the one thing that sets flash fiction apart from short stories and novels is that flash fiction typically explores these elements in around 1000 words or fewer. Some reports even use much less than that!

Flash fiction can explore just as many genres as novels or short stories.

What are some examples of flash fiction?

Fairy tales are some original and iconic examples of flash fiction. So, if you are looking for flash fiction examples to share with your students, why not break out some of those classic tales?

1. Little Red Riding Hood: We all remember the story of little red riding hood, the little girl who was visiting her grandmother and was surprised by a wolf in her grandmother’s bed! This a classic example of flash fiction with a moral tale to never talk to strangers (human or wolf!).
2. Hansel and Gretel: The German tale of Hansel and Gretel is one of the world’s most well-known fairy tales and tells the story of a brother and sister who encounter a gingerbread house, only to find that it belongs to an evil witch who plans to eat Hansel! Luckily, they manage to escape and find their way home using a trail of breadcrumbs.
3. The Three Little Pigs: The moral lesson of The Three Little Pigs story is that hard work and dedication pay off. While the first two pigs build their houses quickly and easily, the third pig chooses the more difficult but stronger method of construction, which proves to be safer and more secure.

Famous examples of flash fiction

Flash fiction is not only written by students in the classroom. There are some very famous examples of flash fiction throughout history. For example:

• The Pedestrian by Ray Bradbury
• A Haunted House by Virginia Woolf
• A Telephonic Conversation by Mark Twain

What are the different types of flash fiction?

Flash fiction is sometimes divided into subgenres, depending on word count:

• Flash fiction: 1500 words maximum.
• Sudden fiction: 750 words maximum.
• Micro-fiction: 100 words maximum.
• Dribble or mini-saga: 50 words maximum.
• Six-word story: Any story with less than ten words.

Where did flash fiction come from?

Flash fiction is often considered a more ‘modern’ writing style popular with writers today, but it originates in fables and parables.

Aesop’s Fables and Grimm’s Fairy Tales are some early examples of flash fiction.

Writers such as Walt Whitman then popularised this form of writing in the 19th century.

Why is flash fiction helpful for children?

Flash fiction can be difficult to write well because the writer has to cover the plot, characters, themes, and more within a strict word count, but this form is perfect for writing practice.

Flash fiction allows children to practice constructing a cohesive plot and characters. The short word count means they’re able to finish their story within a short amount of time. For example, they could write the first draft of a flash fiction piece during just one lesson.

This allows children to learn how to write introductions, conflicts, and resolutions. They can practice new ideas all the time!

With flash fiction, there’s no pressure to write several pages of a story. Instead, children can explore a fun idea and practice using all the key elements of fiction in their writing.

How can you write flash fiction?

Here are some helpful tips to help your pupils start writing their flash fiction.

• 1) Explore character through dialogue

There are not enough words in flash fiction to write lengthy character descriptions. Instead, it would help if you found new and unique ways to show the reader who the characters are. One of the most effective ways to do this is through dialogue.

• 2) Jump right into the action

The plot keeps the story moving, which is especially important for flash fiction. Well-paced action is essential for any piece of short fiction.

• 3) Plan out the story

When unsure where the story’s headed, it’s easy to get off track and start writing over the word count. To prevent this, your pupils should plan their story’s beginning, main conflict, build-up, resolution, and ending before they start writing. Will there be a surprise twist at the end?

This Story Planning Writing Frame will help children to plan out the main plot and structure of their flash fiction.

• 4) Make every word count

Words are precious in every story, but they have to pack a punch when there’s a limited number of them! Encourage children to use powerful verbs and adjectives to help their writing be the best it can be.

Who was Friedrich Froebel?

Friedrich Froebel (1782-1852) was a German educationalist. Credited with opening the very first kindergarten in Bad Blankenburg in 1837, Froebel believed that early education should consider the child’s physical, intellectual, social, emotional, and spiritual development. His ideas on the importance of play and learning through nature continue to influence  Play Theories in Early Years and nursery practice today.

Froebel placed great value on child-led activity and believed practitioners should work with children to allow them to explore, discover and create for themselves while offering sensitive guidance. This focus on observing development through play, rather than leading structured teaching sessions, is still a theme of early education today.

Froebel’s Play Theory                             

The key features of Froebel’s play theory stress the importance of developing the child in all areas: socially, academically, emotionally, physically, and spiritually. The main components of this are the areas of motor expression, social participation, free self-expression, and creativity. You will certainly see some links between Froebel’s theory and more modern early education models.

Froebel’s play theory is made up of these principles:

• Learning through play: Free play encourages the child to discover how things work through purposeful activities which are active, hands-on, and of interest to the individual child.
• Respect the individual’s developmental pace: Children learn differently and at different rates. Therefore, development is most effective when the child can set the pace for themselves.
• Practitioners serve as a guide: Rather than viewing practitioners or teachers as keepers of knowledge, Froebel prescribes a more guide-like approach to help lead a child to deeper understanding. Froebel believed that self-motivation would help children progress most effectively, and the child should be allowed to make mistakes so that they can learn through trial and error.
• The classroom should be a prepared environment: Though the free play is at the heart of Froebel’s play theory, the learning environment is carefully designed with the appropriate resources that are optimal for each child’s level of development.
• The importance of movement: Froebel placed great value on training in child development. Fingerplays, songs, dance, and training of objects are key features of Froebel’s approach.

Froebel also developed a set of materials known as the Froebel Gifts and Occupations. These were presented to children at certain developmental stages to encourage development with a focus on construction.

Froebel’s Gifts (Fröbelgaben)

Froebel drew on his mathematical and scientific knowledge to develop a set of six gifts, wooden blocks of different shapes, for children to explore. Despite being open-ended resources, these were introduced to children in a structured way. As a result, block play, popular in many nurseries today, has been heavily influenced by Froebel’s gifts. The gifts are described as follows:

• Gift 1 (infant)

The first gift was a small soft ball or yarn ball in solid color, small enough to fit the hand of the child. Froebel believed that a child would begin to understand spatial relationships, movement, speed, color, contrast, and weight and gravity through their interaction with the ball by holding, dropping, squeezing, and rolling it or seeing a parent manipulate it.

• Gift 2 (1-2 years)

The second gift, “the child’s delight,” consisted of a wooden sphere and cube. Froebel gave this gift its name when he observed each child’s joy as they discovered the differences between the two wooden objects. Later versions also included a rigid cylinder.

The idea behind these shapes was to enable the child to observe their different features. The sphere always looked the same when viewed from any direction, whereas the cube would look different. The globe could be rolled and make a noise when moving on a hard surface, whereas the cube would remain where it was placed.

• Gift 3 (2-3 years)

As the first building gift, gift three was made of eight identical wooden cubes designed to be pulled apart and built back together differently.

• Gift 4 (2-3 years)

Gift 4 appears the same as gift 3; a cube made of smaller pieces to be pulled apart and reassembled. This version, however, was made up of rectangular planks, twice as long and half the width of the cubes in the previous gift. Again, this allows for many new construction possibilities.

• Gift 5 (3-4 years)

This building gift consisted of more cubes, some divided into halves or quarters. Froebel intended this gift to build further on maths concepts and help the child build more complex structures.

• Gift 6 (4-5 years)

This set included more complex wooden blocks, including prisms.

Froebel’s Occupations

Froebel also used “occupations” with children to support their play, including sand, shells, stones, sticks, clay, and paper folding. These materials were designed to allow children uninterrupted periods of the game where they can explore concepts, express creativity and learn about how things work. Giving children a range of materials to choose from allowing them to explore different concepts and choose activities that are appropriate for their stage of learning. We often see this reflected in early years settings today, where a range of child-led activities is made available to children, with enhancement ideas usually made available to help deepen a child’s understanding of a concept.

Froebel also emphasized outdoor learning, particularly nature walks and gardening. He thought that children need space and light to learn effectively and develop their understanding of the world through direct experience. Outdoor learning also ties in well with the principle that movement is important to child development. But let’s take a closer look at this!

Froebel’s Outdoor Play

One of the most important concepts Friedrich Froebel had about education regards outdoor play. The pioneering educator thought a ‘kindergarten’ should offer a garden space for children to play, learn, and develop various skills. His idea was to allocate a small part of the garden to every child where they could grow something. Then, by taking care of a plant and watching it grow or struggle, the little ones learn a bit about hard work and what they can achieve, how to take responsibility for something, or how to accept if something doesn’t turn out well.

In a garden, children explore nature, learn about weather changes, meet new animals and plants and even face heavier subjects like life and death.

And he didn’t just have this idea; he also made it happen. His first garden for children was opened in Blankenburg, Germany.

In Froebel’s outdoor play theory, he saw children as curious, creative, and active beings who best thrive in an engaging and stimulating environment close to each other and nature. He thought that through gardening, the little ones could practice problem-solving via creative activities that are truly hands-on. In addition, playing and making discoveries in a garden allow children to learn about their five senses; they experience new colors, smells, shapes, substances, and energies.

These could not be found in a safe, indoor environment with less potential to tickle children’s creative side and their thirst for knowledge. Only outdoor play can offer valuable opportunities for the little ones to explore the natural world.

A conversation is defined as a talk between two or more people that are usually informal. Conversation skills, then, are skills we need to communicate effectively with others. In contrast to written communication skills, conversation skills focus on our ability to communicate verbally.

These skills consist of being able to listen and understand what the other person in the conversation is saying, as well as the ability to convey information and meaning through speech. Developing conversation skills is an important part of socialization.

We use conversation skills in various contexts daily, such as in shops, restaurants, school or work, and at home. Nowadays, we also have virtual conversations with friends and family using phones, computers, or tablets.

At what age do children learn conversation skills?

Most children will develop conversation skills around 1-2 years old. These skills are then developed throughout their time at school.

EYFS students might develop conversation skills through reading activities, group listening, talks with teaching staff or other class members, and activities that lead them to express emotions.

KS1 classes can work on conversation skills by having a no-pen day (a day that focuses on verbal and listening skills), listening to discussion prompts and giving their opinions, and expanding their vocabulary.

Children in KS2 will further develop their conversation skills through group discussions, for example, in PSHE or English, working with a ‘talk partner’ with whom they share their ideas throughout the day, and using roleplay activities.

Why are conversation skills important?

Conversation skills are crucial when we are building relationships. Listening to people and engaging with their words is an important skill that conveys politeness and strengthens emotional bonds. For children, conversation skills help them to gain confidence and sustain friendships.

Improving conversation skills is an important part of children’s language development. Listening to others helps children to build their vocabulary and become more fluent in a language. And conversations can allow children to share and exchange ideas and learn more about other people’s perspectives.

It’s important to develop conversation skills at school as they’re a vital part of social interaction in later life in settings like shops, places to eat, and work.

How to improve conversation skills

• Be conscious of your body language. For example, crossed arms could make you seem closed off while standing too close to someone could make them uncomfortable.
• Ask questions. This shows the other person that you’re listening to them and taking an interest.
• Talk slowly. This way, you’ll sound calmer, and people will better understand you.
• Keep up eye contact. This shows the other person you are engaged in the conversation.

When is absorbency taught at school?

Primary school children study absorbency in KS1 science – according to the National Curriculum aim regarding everyday materials, they should learn to:

“Describe the simple physical properties of a variety of everyday materials.”

This includes becoming familiar with the properties of materials, including if they are waterproof/not waterproof and absorbent/not absorbent. In addition, they might conduct simple tests to discover everyday materials’ properties, such as what withstands water and what absorbs it.

A brilliant way for KS1 children to understand materials’ properties is to observe and test them to see if this is safe (and hopefully not too messy!), which is why water is often used to demonstrate absorbency.

Teaching absorbency to children

An object’s ability to soak up or take in other substances is its absorbency, like how a sponge holds water. Related terms to absorbency are:

• Permeability/Permeableness
• Retentiveness
• Sponginess
• Porousness
• Perviousness

If something isn’t absorbent at all, it might be called:

• Nonabsorbent
• Impermeable
• Waterproof
• Impenetrable
• Impervious
• Watertight/water-repellent
• Impregnable
• Airtight
• Sealed
• Nonporous

Children will also be learning about other properties of materials, and some of the main materials they will look at are wood, glass, metal, water, rock, and plastic. For example, it would make sense to look at the absorbency of waterproof materials, which are sometimes called hydrophilic and hydrophobic, as they attract water.

They will be learning about how the properties of materials can change, like an absorbent material will not take in more of a substance when it has reached the maximum capacity. Don’t forget that liquids can absorb gases, heat, and small solids. Our skin is very absorbent in human bodies, which is how moisturizer works.

Helping KS1 children absorb information

You can use some everyday objects to show children how materials absorb liquids – they will be familiar with towels, sponges, tissues, and mops. An umbrella or raincoat is a great example of something designed to be nonabsorbent.

We mostly use absorbent materials to contain liquid to keep things clean and dry. In the past, the more absorbent fabrics, such as cotton and bamboo, tended to be natural, as their natural fibers had space for water and broke their surface tension. This is why cotton towels are common.

However, synthetic fibers are more sophisticated nowadays, so some of the most absorbent materials are a mixture of fabrics. For example, we often use microfibre cloths for cleaning glass; these fabrics have more surface area with their small fibers.

There are interesting innovations regarding super absorbent and hydrophobic materials, although nature has made many water-resistant substances, such as wax. You can demonstrate this with drops of water on a rose petal or leaf.

Absorbency in the classroom

Teaching KS1 children about absorbency as part of the properties of everyday materials should be fairly straightforward and can be hands-on. For example, you could provide a small amount of water and ask them to choose from different materials which one they think will hold the liquid best.

An Overview of Tone in Writing

The tone is how you say something in a piece of writing. What the author feels about the subject is often defined as the tone. What the reader thinks because of this tone is known as the mood. Tone can convey the emotion and purpose of a text, and it is an important tool for making writing entertaining and memorable.

Tone can be conveyed through word choice, the level of formality, phrasing, and even the structure of sentences. It shouldn’t be confused with voice. Your writing voice reflects your unique personality and colors everything you write. The tone is the attitude with which you write it.

You could think of tone as the expression on a person’s face when they tell you something. We can’t use facial expressions when, so the fashion has to come across through word ch

Why is Tone Important?

We might commonly think of tone as only used in creative writing, but the tone is important in all writing forms. For example, in a short story, the tone is important for developing the setting and atmosphere.

In persuasive writing, the tone is important for convincing the reader that you are an authority on a subject. For example, to convince a reader of your jurisdiction, you might use high-modality words that are more urgent.

Finally, the tone in descriptive and informative writing is important for letting the reader know how seriously they should be taking the subject. Here are a few examples to show how style can differ depending on the purpose of writing:

1. In a news story about a wildfire spreading through a city, a newspaper would use a formal and serious tone to respect those affected. This will also make the person reading it takes the issue seriously and keep themselves safe.
2. In a parody of the news, a writer would use a sarcastic tone so that the reader would understand that they’re joking and wouldn’t confuse it with an actual news article.
3. In a letter to a friend, we would use a casual and conversational tone so that the person we speak to feels comfortable.
4. In an email to a boss, we would use a formal tone to keep everything professional.

In the last two examples, the structure of our text is key in conveying tone.

What are some different tones in writing?

We can use many different tones in writing to clarify our words’ emotions and purpose. Some examples are:

• Formal – uses fully structured sentences and focuses on facts.
• Informal – uses contractions and conversational phrases.
• Optimistic – uses encouraging describing words.
• Assertive – uses high modality words and punchy phrases.
• Surprised – uses words that convey shock and might contain more questions or exclamations.
• Cooperative – uses friendly and encouraging terms and avoids overly negative words like “no.”

Why not have your class try using these different tones on the same subject? For example, you could get them to write short paragraphs on a simple topic, like asking their classmate for a spare pencil. Then, they could act out completing this task with different tones.

This is a great activity for showing how tone is part of our everyday conversations, which will make it a less daunting topic.

What is Formal Tone in Writing?

Using a formal tone establishes the writer’s respect for the subject of the piece of paper and the audience who will be reading. In addition, a traditional style suggests that you are serious about the topic and that it likely contains lots of factual information. Most academic writing uses a formal style.

Students will gradually practice using and perfecting formal tone in their studies as they will eventually reach the point of writing many essays and taking lots of exams that will all use a formal tone.

How to Master Formal Tone in Your Writing

1. Complex – Formal writing is often expected to have longer sentences. When writing a piece of factual content, you must include many facts and figures about your topic. Therefore, longer sentences are likely to be more prevalent in formal writing. You must be as thorough as possible with your approach to each case using a traditional style. Each main point or opinion should be introduced, elaborated on, and concluded.
2. Objective – State your points with confidence and always use full supporting arguments. A formal writing style is very limited in any emotional opinion or emotive punctuation, such as exclamation points and ellipsis, unless when using a direct quote.
3. Full Words – Do not use contractions to simplify words. When using formal writing, language should be used in its full form (in other words, use “It is” rather than “It’s.”) Acronyms are acceptable when something is better known than the full name (USA, BBC, NASA).
4. Third Person – Formal writing does not use a personal tone. The third-person is the usual format used when conveying a formal tone. Do not use the first-person point of view (I or us) or the second-person (you).

A formal tone generally considers what you’re writing and who you are writing to. A formal tone is often used in these circumstances:

• Email
• Business documentation
• Applications/resumes

Formal Tone vs. Informal Tone

In layperson’s terms, formal writing is serious, and informal tone is not. For example, you would speak to your boss in a formal tone, but you would talk to your friends in a conversational tone. Students will have plenty of opportunities to practice writing in tones at school, so they need to know the difference.

Formal Tone – Official, professional, appropriate for important occasions.

Informal Tone – Non-official, friendly, casual.
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Examples of Formal Tone vs. Informal Tone

Formal: “I would like to apologize for any inconvenience caused.”

Informal: “Sorry!”

Formal: “If one encounters a bear in the woods, they ought to rear up to their full height and make a loud, audible sound.”

Informal: “A bear isn’t likely to eat you if you stand up and yell at it.”

So, how do you know when to use an informal or formal tone in writing?

This question brings us back to asking who your audience is. Ask yourself who will be reading this. Knowing your reader will clear up what tone should be appropriate. For example, if you’re writing an email to some friends to invite them to join a camping trip with your family at the weekend, you would probably use a particular tone.

One of these emails uses formal writing, and the other uses informal writing. Which one would be appropriate?

A – Formal

Dear esteemed friends,

I am asking for your opinions on accompanying myself and my extended generational bubble on a recreational weekend this coming Friday. It would be most appreciated to have your valued insight into the air quality and the fish quota in the adjacent lake. I request that each person bring their sleeping bag, sun hat, and various sundries and beverages.

Please return your RSVP post-haste.

Yours faithfully,

Ben

B – Informal

Hey buddies,

Fam and I are off to marvel at the great outdoors, throw down a few toasted marshmallows, and catch a fish or two Friday at, say, 10:30ish. Grab a sleeping bag and swing by mine if you’re keen. Xo

Ben

Which one sounds more inviting?

Teaching your students how to flex their formal and informal styles accordingly can be great fun. Writing formally doesn’t have to be mind-numbingly bland, and informal writing doesn’t have to be all quips and jokes. Striking a balance is key; with regular practice, students will master every kind of tone.