Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate
<ul>
<li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li>
<li>researching a topic to prepare an oral or multimodal presentation</li>
<li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li>
<li>explaining ideas to a peer when planning a presentation</li>
<li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li>
<li>using appropriate simple and compound sentences to express and combine ideas</li>
<li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li>
<li>using digital tools to plan, sequence, compose and edit texts</li>
</ul>
Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation
<ul>
<li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li>
<li>checking for correct use of apostrophes for contractions and to indicate possession</li>
</ul>
Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate
<ul>
<li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li>
<li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li>
<li>using topic-specific, precise and varied vocabulary</li>
<li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li>
<li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li>
</ul>
Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure
<ul>
<li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li>
<li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li>
</ul>
Create different types of texts, written and spoken, with relevant, elaborated and sequenced ideas, using text structure appropriate for topic, purpose and audience, and multimodal elements as appropriate
<ul>
<li>using research from print and digital resources to gather and organise information for writing</li>
<li>planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals, to enhance audience engagement and understanding</li>
<li>selecting an appropriate text structure for the writing purpose, and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement</li>
<li>using vocabulary, including technical vocabulary, appropriate for purpose and context</li>
<li>using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions</li>
<li>writing letters in print and by email, demonstrating understanding of audience</li>
</ul>
Re-read and edit their own texts and the texts of others using agreed criteria for text structures and language features
<ul>
<li>re-reading and editing their own and others’ work (which may involve using digital tools) for precision, using negotiated criteria for text structure and meaning, and accuracy of grammar, spelling and punctuation</li>
</ul>
Create different types of texts, written and spoken, with developed and organised ideas for purpose and audience, and multimodal elements as appropriate
<ul>
<li>planning a report on a topic, sequencing ideas logically and providing supporting detail (including graphics, sound and visuals) to enhance audience engagement and understanding</li>
<li>creating informative texts for 2 different audiences that explore a topic using text structure and language features for the identified audiences, noting the changes required to appeal to each audience</li>
<li>using rhetorical devices, images and modal verbs for persuasive effects, for an identified audience</li>
<li>selecting and combining digital tools to create texts</li>
</ul>
Re-read and edit their own texts and the texts of others using agreed criteria and exploring editing choices
<ul>
<li>discussing the setting in a literary text with a peer during the editing process, and experimenting with literary devices that may enhance the setting</li>
<li>re-reading and editing their own and others’ work using negotiated criteria for text structure, meaning and accuracy of grammar, spelling and punctuation, and explaining editing choices as required</li>
</ul>
Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for persuasive purposes, using text features,sentence-level grammar, punctuation and word-level language for a target audience
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language
Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purposeElaborationsusing pri...
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language featuresElaborationsusing re...
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audienceElaborationsusing research from print and digital resources t...
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audienceElaborationscreating informative texts for two ...
Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic- specific vocabulary and correct spelling of most high-frequency and phonetic
Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and pu
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
teaching resource
Argument Planning Template (Castle)
Updated: 22 Mar 2021
A castle-themed persuasive argument planning template.
A castle-themed persuasive argument planning template.
Use this persuasive writing planning template with your students to help them determine three separate arguments that align with their opinion of a specific topic. (Wow, that was a mouthful but we got there!)
Students write the topic of their persuasive text and their opinion.
They add a supportive argument in each of the castle’s towers.
Within the body of each tower, they add evidence and examples that support the argument.
Once students have completed the planning template, they can use their notes to create their persuasive text. Each tower will correspond to a body paragraph, with the introduction and conclusion forming the start and end of the text.
Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate
<ul>
<li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li>
<li>researching a topic to prepare an oral or multimodal presentation</li>
<li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li>
<li>explaining ideas to a peer when planning a presentation</li>
<li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li>
<li>using appropriate simple and compound sentences to express and combine ideas</li>
<li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li>
<li>using digital tools to plan, sequence, compose and edit texts</li>
</ul>
Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation
<ul>
<li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li>
<li>checking for correct use of apostrophes for contractions and to indicate possession</li>
</ul>
Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate
<ul>
<li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li>
<li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li>
<li>using topic-specific, precise and varied vocabulary</li>
<li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li>
<li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li>
</ul>
Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure
<ul>
<li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li>
<li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li>
</ul>
Create different types of texts, written and spoken, with relevant, elaborated and sequenced ideas, using text structure appropriate for topic, purpose and audience, and multimodal elements as appropriate
<ul>
<li>using research from print and digital resources to gather and organise information for writing</li>
<li>planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals, to enhance audience engagement and understanding</li>
<li>selecting an appropriate text structure for the writing purpose, and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement</li>
<li>using vocabulary, including technical vocabulary, appropriate for purpose and context</li>
<li>using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions</li>
<li>writing letters in print and by email, demonstrating understanding of audience</li>
</ul>
Re-read and edit their own texts and the texts of others using agreed criteria for text structures and language features
<ul>
<li>re-reading and editing their own and others’ work (which may involve using digital tools) for precision, using negotiated criteria for text structure and meaning, and accuracy of grammar, spelling and punctuation</li>
</ul>
Create different types of texts, written and spoken, with developed and organised ideas for purpose and audience, and multimodal elements as appropriate
<ul>
<li>planning a report on a topic, sequencing ideas logically and providing supporting detail (including graphics, sound and visuals) to enhance audience engagement and understanding</li>
<li>creating informative texts for 2 different audiences that explore a topic using text structure and language features for the identified audiences, noting the changes required to appeal to each audience</li>
<li>using rhetorical devices, images and modal verbs for persuasive effects, for an identified audience</li>
<li>selecting and combining digital tools to create texts</li>
</ul>
Re-read and edit their own texts and the texts of others using agreed criteria and exploring editing choices
<ul>
<li>discussing the setting in a literary text with a peer during the editing process, and experimenting with literary devices that may enhance the setting</li>
<li>re-reading and editing their own and others’ work using negotiated criteria for text structure, meaning and accuracy of grammar, spelling and punctuation, and explaining editing choices as required</li>
</ul>
Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for persuasive purposes, using text features,sentence-level grammar, punctuation and word-level language for a target audience
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language
Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purposeElaborationsusing pri...
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language featuresElaborationsusing re...
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audienceElaborationsusing research from print and digital resources t...
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audienceElaborationscreating informative texts for two ...
Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic- specific vocabulary and correct spelling of most high-frequency and phonetic
Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and pu
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
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