Every Child Should Learn to Swim

  • Every Child Should Learn to Swim
  • Course: English
  • Grade: Year 6
  • Section: Writing
  • Outcome: Writing a Persuasive Text: All Children Should Learn To Swim
  • Activity Type: Printable
  • Activity ID: 18011

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United Kingdom – National Curriculum expand/collapse

  • KS2 – Key Stage 2
    • KS2.En3 – Reading
      • Breadth of study

        • KS2.En3.12 – The range of forms of writing should include narratives, poems, playscripts, reports, explanations, opinions, instructions, reviews, commentaries.

        • KS2.En3.9 – The range of purposes for writing should include:

          • KS2.En3.9.c – To persuade, focusing on how arguments and evidence are built up and language used to convince the reader

      • Knowledge, skills and understanding

        • Composition

          • KS2.En3.1 – Pupils should be taught to:

            • KS2.En3.1.a – Choose form and content to suit a particular purpose [for example, notes to read or organise thinking, plans for action, poetry for pleasure]

            • KS2.En3.1.b – Broaden their vocabulary and use it in inventive ways

            • KS2.En3.1.d – Use and adapt the features of a form of writing, drawing on their reading

        • Planning and drafting

          • KS2.En3.2 – To develop their writing on paper and on screen, pupils should be taught to:

            • KS2.En3.2.a – Plan - note and develop initial ideas

            • KS2.En3.2.b – Draft - develop ideas from the plan into structured written text

            • KS2.En3.2.c – Revise - change and improve the draft

            • KS2.En3.2.d – Proofread - check the draft for spelling and punctuation errors, omissions and repetitions

            • KS2.En3.2.e – Present - prepare a neat, correct and clear final copy

            • KS2.En3.2.f – Discuss and evaluate their own and others' writing.

        • Language structure

          • KS2.En3.7 – Pupils should be taught:

            • KS2.En3.7.d – The purposes and organisational features of paragraphs, and how ideas can be linked.

    • KS2.En2 – Reading
      • Knowledge, skills and understanding

        • Non-fiction and non-literary texts

          • KS2.En2.5 – To develop understanding and appreciation of non-fiction and non-literary texts, pupils should be taught to:

            • KS2.En2.5.e – Understand the structural and organisational features of different types of text [for example, paragraphing, subheadings, links in hypertext]

Australia – Australian Curriculum expand/collapse

  • Year 5
    • Language
      • Text structure and organisation

        • ACELA1504 – Understand how texts vary in purpose, structure and topic as well as the degree of formality

    • Literacy
      • Interacting with others

        • ACELY1700 – Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

      • Interpreting, analysing, evaluating

        • ACELY1701 – Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text

      • Creating texts

        • ACELY1704 – Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

New Zealand – National Standards expand/collapse

  • Y5&6 – Year 5 and 6
    • Y5&6.R – Reading
      • They draw on knowledge and skills that include:

        • Y5&6.R.5 – Identifying the specific language features and structures of many common continuous and non-continuous text types (including mixed text types)

    • Y5&6 – Writing
      • They draw on knowledge and skills that include:

        • Y5&6.W.1 – Using an overall text structure that is appropriate for their purpose, e.g., an orientation, a problem, a climax, and a satisfying resolution (for a narrative) and an introduction, a series of main points, and a logical conclusion (for a report)

        • Y5&6.W.2 – Selecting vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image)

        • Y5&6.W.3 – Using written language features (such as emotive vocabulary) and visual language features (such as headings, charts, or maps) to extend or clarify meaning and to engage their audience

        • Y5&6.W.6 – Organising related ideas into paragraphs (e.g., paragraphs comprising a topic sentence with supporting detail) and beginning to use cohesive devices to link paragraphs

        • Y5&6.W.7 – Using simple and compound sentences that are correct grammatically and have a variety of structures, beginnings, and lengths and using some complex sentences that are mostly correct grammatically

        • Y5&6.W.8 – Using basic punctuation that is mostly correct (e.g., when punctuating dialogue)

United States – Common Core State Standards expand/collapse

  • 4 – Grade 4
    • W.4 – Writing
      • Literacy

        • W.4.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

      • Literacy

        • W.4.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

          • W.4.1.a – Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

  • 5 – Grade 5
    • W.5 – Writing
      • Literacy

        • W.5.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

      • Literacy

        • W.5.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

      • Literacy

        • W.5.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

          • W.5.1.a – Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

          • W.5.1.b – Provide logically ordered reasons that are supported by facts and details.

          • W.5.1.d – Provide a concluding statement or section related to the opinion presented.