SPLAAT : Safe Play At All Times - Key Stage 2 - RoSPA

Unit E: Chronological Report
Aims and objectives:
Literacy
Y5, Term 1: S3 To discuss, proof-read and edit their own writing for clarity and correctness, e.g. by creating more complex sentences, using a range of connectives, simplifying clumsy
constructions. S4 To adapt writing for different readers and purposes by changing vocabulary, tone and sentence structures to suit, e.g. simplifying for younger readers.
S8 To revise and extend work on verbs, focusing on tenses: past, present, future; investigating how different tenses are formed by using auxiliary verbs e.g. have, was, shall, will.
T21 To identify features of recounted texts, e.g. sports reports, diaries, police reports, including: introduction to orientate reader; chronological sequence; supporting illustrations; degree
of formality adopted; use of connectives, e.g. first...next...once.
T24 To write recounts based on subject, topic or personal experiences for (a) a close friend and (b) an unknown reader, e.g. an account of a field trip, a match, a historical event.
Information and Communication Technology (ICT)
Developing ideas and making things happen.
2. Pupils should be taught (a) how to develop and refine ideas by bringing together, organising and re-organising text.
Linked QCA Units: 3A Combining text and graphics, 4A Writing for different audiences, 5C Evaluating information, checking accuracy and questioning plausibility,
6A Multimedia Presentation.
Personal, Social and Health Education (PSHE) – developing a healthier, safer lifestyle
(e) to recognise the different risks in different situations and then decide how to behave responsibly.
(f) that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for
resisting pressure.
Shared reading/writing
Sentence/word level
Group/independent activities
Plenary
Read a safety inspector’s report of an accident outside
a building site caused by a vehicle. What are the key
differences in style and content between this report and
the newspaper reports they have done earlier? Is this
report factual and accurate, or opinionated and
emotional? Identify key features, such as structure
(beginning to end), link phrases and vocabulary, use of
description. Draft a basic flowchart of events from the
text. Identify non-chronological aspects such as
introduction and conclusion. Sketch a writing frame for
any chronological report i.e. Background – Chronology –
Conclusions – Actions.
Identify all the connectives in the
report (and, as, because, before)
Identify the key link phrases such
as however, because, following
this, eventually, subsequently)
Identify the tenses in the report
and how they are used i.e. most of
it is in the past tense. Where is the
future tense used?
Identify facts and opinions present in their Game Over
narrative/ play script continuations of the
original story.
Thinking about their own stories, draft a flowchart of
events that would need to be included in their
Chronological Safety Report.
In pairs, discuss what safety measures could be taken
to prevent the Game Over accident occurring again.
Write a list of these, using complete sentences.
Share flowcharts from their own stories,
and the safety measures that they
recommend should be taken as a result.
Unit E – Section 1: Yr 5/6
Recap on the events of the Game Over video by
drawing a flowchart on the board. Draft an
opening sentence together. Model using details
from the flowchart to turn notes into text written
in the past tense and using various connectives
and link phrases.
Model taking a simple sentence
from a pupil’s draft and extending
it with the use of additional details
and description. Remind the
children that the report is for a
safety team who will need to know
all the details. Contrast this style
with a newspaper report that is
only trying to interest its readers.
Pupils write their own safety inspector’s chronological
report on the incident, based on the flowchart they
created yesterday. It should conclude with a paragraph
or two of safety recommendations.
They could present this information using a
multimedia programme such as PowerPoint if time and
resources allow.
Share safety reports. Check that they follow
a logical chronological sequence.
Make positive suggestions for improvement
through sentence extension, better use of
verbs etc.
Unit E – Section 2: Yr 5/6
Resources: Chronological Safety Report (page 20)
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