WRITING RESOURCE PACK

This resource pack identifies the text types mentioned in the Supporting Documents for Level 5 (Year

3 and Year 4) and for Level 6 (Year 5). Each genre is briefly described and is pegged to the learning

outcomes and skills in the Supporting Documents. The success criteria for teachers are tailored to

every genre and establish what teachers should be assessing. The success criteria for learners allow

learners to self-assess, monitor, reflect and identify learning gaps. Writing frames serve as writing

outlines as well as language scaffolds. The writing models provide concrete examples that help learners

understand the structures, conventions and organisational features of every genre. The suggested

titles are examples of authentic text activities. They are in line with the themes identified in the

Supporting Documents and indicate the genre, audience and purpose (GAP) of each writing task. For

further support, writing organisers and word mats are presented in this document to help learners plan

a writing task and use words and phrases that can complement it. Marking schemes available in the

Supporting Documents for Year 3, Year 4 and Year 5, can be used as guides when marking writing and

giving feedback.

ENGLISH PRIMARY DEPARTMENT (2022) 1

 Contents

Writing a caption 3

Writing a postcard 7

Writing a short story 13

Filling in a form 19

Writing an informal letter 26

Writing an informal email 34

Writing a list 41

Writing a message 46

Writing an invitation 54

Writing a set of instructions 61

Writing a non-chronological report 69

Writing an advert 79

Writing a recount 87

Writing directions 94

Designing a poster 101

Writing an opinion article 107

Graphic Organisers 113

Word Mats 130

ENGLISH PRIMARY DEPARTMENT (2022) 2

 Writing a caption
What is a caption?

The writing of a caption is featured in Level 5 in Year 4. A caption consists of a

sentence or phrase which describes the picture in as few words as possible. The
information included is very detailed and specific but short and to the point. A caption
can simply state who is in the picture, who is doing what, when, where and why. It is
essentially a descriptive title under a photograph/visual. It can also include a quote
or a saying, which can be humorous or inspirational. Present tenses are generally
used. Learners can leaf through magazines, leaflets or brochures to select the picture,
bring their own photos or else draw or paint their own pictures. It can also be done
on digital platforms like PicSay or PicCollage.

Reference to LOs

When writing a caption, learners are mainly working to achieve these Year 4 Learning
Outcomes:

Year 4
W5.2 I can, at an elementary level, use appropriate format and features of
presentation to convey the purpose of a text.
W5.4 I can, with support, edit and revise my written work.
W5.6 I can use words to achieve effects in my writing.
W5.8A I can participate in writing for a range of purposes and write in some
genres.
W5.11 I can add detail and interest to basic sentence structures in a variety of
ways.

ENGLISH PRIMARY DEPARTMENT (2022) 3

 Success Criteria for teachers

The following success criteria, which are in line with the Marking Criteria for Writing
on p. 24 (LOF Year 4), can be used by teachers when assessing captions:

Success Criteria Marking Criteria

Learners included information that describes or
Content and Relevance
adds information to the picture.
Learners used correct sentence structures. Organisation and Structure
Learners included suitable, descriptive vocabulary. Vocabulary
Learners made correct use of grammar. Language use
Learners used correct spelling and punctuation. Spelling and Punctuation

Success criteria for learners

The following success criteria can be used by learners to self-assess their work.

Writing a caption

My sentence describes who/what is in the picture.

My sentence describes what is happening in the picture.

My sentence is clear, focused and easy to understand.

I used present tenses.

My sentence begins with a capital letter.

My sentence ends with the correct punctuation marks.

I checked for spelling errors.

ENGLISH PRIMARY DEPARTMENT (2022) 4

 Writing Models

Your school will be publishing the school yearbook soon. Write captions for the
following pictures.

Thematic Area: Personal Identification

The Year 4 pupils visit Esplora and enjoy hands-on activities.

The Year 5 pupils visit the modern National Aquarium in Malta and learn about
different fish species that live in the Mediterranean.

ENGLISH PRIMARY DEPARTMENT (2022) 5

Suggested titles

These photos are to be published on your school magazine. Write a caption for each one.

Thematic Area: Year 4 - Environment

Thematic Area: Year 4 - Hobbies and Leisure

Thematic Area: Year 4 - Shopping Services

ENGLISH PRIMARY DEPARTMENT (2022) 6

 Writing a postcard
What is a postcard?

The writing of a postcard is featured across Level 5 in both Year 3 and Year 4. In Year
3 learners are expected to write between 20 to 30 words. In Year 4 learners are
expected to write between 30 to 40 words. A postcard consists of a brief, friendly
greeting you send to a close friend or relative while you are abroad. Usually it includes
a brief description of places visited or activities done or to be done.

Reference to LOs

When writing a postcard, learners are mainly working to achieve these Learning
Outcomes:

Year 3 Year 4
W5.2 I can, at an elementary level, use
appropriate format and features
of presentation to convey the
W5.9 I can write a paragraph
purpose of a text.
appropriately for an audience
W5.4 I can, with support, edit and revise
and with a purpose.
my written work.
W5.6 I can use words to achieve
effects in my writing.
W5.7 I can express my opinions in
W5.12 I can make a text more writing on a range of topics.
interesting or more relevant to W5.8A I can participate in writing for a
me by changing the vocabulary. range of purposes and write
in some genres.
W5.11 I can add detail and interest to
basic sentence structures in a
W5.14 I can use resources to help me
variety of ways.
plan my written work and present
W5.15 I can organise my ideas into a
it accurately.
clear, cohesive and coherent
paragraph.

ENGLISH PRIMARY DEPARTMENT (2022) 7

Success criteria for teachers

The following success criteria, which are in line with the Marking Criteria for Writing
on p. 26 (LOF Year 3) and p. 24 (LOF Year 4), can be used by teachers when assessing
a postcard:

Success Criteria Marking Criteria

Learners wrote the recipient's address on the right-
Organisation and Structure
hand side of the postcard.
Learners used the left part of the back of the postcard
Organisation and Structure
to write their message.
Learners wrote “Dear” and the recipient’s name,
Organisation and Structure
followed by a comma on the left-hand side.
Learners wrote a concise and warm message to the
Content and Relevance
recipient and included information about their travels
Vocabulary
(e.g. weather, accommodation, places visited…).
Learners included a closing statement like "Best” or
Organisation and Structure
“Love”, followed by a comma.
Learners signed off the postcard. Organisation and Structure
Learners used correct sentence structures. Language use
Learners used correct spelling and punctuation. Spelling and Punctuation

ENGLISH PRIMARY DEPARTMENT (2022) 8

Success criteria for learners

The following success criteria can be used by learners to self-assess their work.

Writing a postcard

My postcard starts with “Dear” followed by the receiver’s

name and a comma.

My postcard has information about my holiday (where I am,

how long I am staying, what I did, what I am going to do...).

My postcard closes with “Best wishes”, “Yours” or “Love”

followed by a comma.

I signed off my postcard.

I used the first person ‘I’.

My postcard has a stamp and the recipient’s address.

My postcard is neat and legible.

My sentences begin with capital letters.

My sentences end with the correct punctuation marks.

I checked for spelling errors.

ENGLISH PRIMARY DEPARTMENT (2022) 9

 Writing Frame – Postcard

Opening Name of person

receiving postcard
Place
postage
stamp
here.

Dear _________,

_______________________

_______________________

_______________________

_______________________

Closing Best wishes, Address of person

receiving postcard

__________________

Signature

ENGLISH PRIMARY DEPARTMENT (2022) 10

Writing Model

You are Leah and you are on holiday in London. Send a postcard to your friend Tammy
Grech who lives in 118, Old Mill Street, Rabat, RBT1234, Malta. Tell her about the
weather, where you are staying and what you are doing.

Thematic Area: Year 3 – Places and Directions/The World Around Us

Year 4 - Travel and Country

Dear Tammy,

We have arrived in London.

We are staying in a luxurious 5-star hotel
near St Paul’s Cathedral. The weather is
chilly as expected. We went on the famous
London Eye and did some serious shopping. Ms Tammy Grech
Tomorrow we plan on going to Buckingham
Palace and hopefully I’ll meet the Queen. I 118, Old Mill Street
got you a keychain to add to your
collection. I can’t wait to show you all the Rabat, RBT1234
photos that I’ve taken. Wish you were
here. Malta

Love,

Leah

ENGLISH PRIMARY DEPARTMENT (2022) 11

Suggested titles:

You are visiting South America to learn about different Thematic Areas:
countries. Write a postcard to your family to tell them where
Year 3: The World
you went, what you saw and where you will go.
Around Us

Year 4: Travel

You are on holiday with your family in Italy. Write a postcard Thematic Areas:
to your best friend and tell him about your trip.
Year 3: The World Around
Us/Transport/
Family and Friends

Year 4: Travel/
Relationships

You have travelled to London for the very first time. Write a Thematic Areas:

postcard to your friend Eric to tell him how your trip on the
Year 3: Transport/
plane went and your experience on the double decker bus
The World
and/or train.
Around Us

Year 4: Travel

ENGLISH PRIMARY DEPARTMENT (2022) 12

 Writing a short story
What is a short story?

The writing of a short story is featured across Level 5 in both Year 3 and Year 4 and
across Level 6 in Year 5. Word length varies per year.

Year 3 Year 4 Year 5

50-70 words 70-100 words 100-140 words
A short story is usually written in the first or third person narrative and is real or
imaginary. It should consist of an introduction in which you set the scene (who is
involved, time, place), a main body consisting of one, two or three paragraphs in which
you present the problem, culminating in a climax leading to the resolution and an ending
which can include the moral of the story.

Reference to LOs

When writing a short story, learners are mainly working to achieve these Learning
Outcomes:

Year 3
W5.9 I can write a paragraph appropriately for an audience and with a purpose.
W5.12 I can make a text more interesting or more relevant to me by changing
the vocabulary.
W5.14 I can use resources to help me plan my written work and present it
accurately.
Year 4
W5.2 I can, at an elementary level, use appropriate format and features of
presentation to convey the purpose of a text.
W5.4 I can, with support, edit and revise my written work.
W5.6 I can use words to achieve effects in my writing.
W5.8B I can participate in writing for a range of purposes and write in some
genres.
W5.11 I can add detail and interest to basic sentence structures in a variety of
ways.

ENGLISH PRIMARY DEPARTMENT (2022) 13

 W5.15 I can organise my ideas into a clear, cohesive and coherent paragraph.
Year 5
WR6.2 I can use appropriate format and features of presentation to convey the
purpose of a text.
WR6.4 I can use resources to help me plan my written work and present it
accurately.
WR6.5 I can revise and edit work with minimal support.
WR6.7 I can use words to achieve effects in my writing and use a range of
vocabulary and expressions that set specific moods and depict scenes.
WR6.9 I can participate in writing for a wide range of genre, audience and
purposes (GAP).
WR6.16 I can organise my ideas into clear, cohesive and coherent paragraphs
sustained over an extended piece of writing.

Success Criteria for teachers

The following success criteria, which are in line with the Marking Criteria for Writing on
p. 26 (LOF Year 3), p. 24 (LOF Year 4) and p.34 (LOF Year 5) can be used by teachers
when assessing a story:

Success Criteria Marking Criteria

Learners included a brief introduction, one to
three paragraphs for the body and a satisfying Organisation and Structure
conclusion that links to the opening.
Learners addressed the title (e.g. described, Content and Relevance
narrated, explained, informed).
Learners indented each paragraph and skipped a
Organisation and Structure
line between every paragraph.
Learners created a setting by writing about who, Content and Relevance
what, where and when. Vocabulary
Learners built up the events logically. Organisation and Structure
Vocabulary
Learners included details, descriptions using the
Language Use
5 senses, adjectives, verbs and adverbs.
Content and Relevance
Learners used correct spelling and punctuation. Spelling and Punctuation

ENGLISH PRIMARY DEPARTMENT (2022) 14

Success criteria for learners

The following success criteria can be used by learners to self-assess their work.

Writing a short story

My story has at least one character.

I created a setting by writing about who, what, where and when.

My story has a beginning, a middle and an ending.

My introduction consists of 2/3 sentences and sets the scene.

My paragraphs are organised and link with linking words (e.g. suddenly,
after that…)

My first body paragraph tells me how the story starts.

My second body paragraph presents me with the problem.

My third body paragraph presents me with the climax and resolution.

My conclusion consists of 2/3 sentences and presents me with the moral

of the story.

I used the 5 senses, adjectives and adverbs to make my description detailed.

I used figures of speech such as similes, metaphors, personifications and

onomatopoeic words.

My sentences begin with capital letters.

My sentences end with the correct punctuation marks.

I checked for spelling errors.

I skipped a line between each paragraph.

I indented every paragraph.

My story is neat and legible.

ENGLISH PRIMARY DEPARTMENT (2022) 15

 Writing Frame – Short Story
Introduction
Introduce the main
characters and the setting.

Body 1 - Build-Up
Develop the characters and
the setting.

Include the points that lead

up to the climax or conflict.

Body 2 - Conflict/Climax
Describe the conflict/
climax in the story and the
characters’ reaction.

Body 3 – Ending/Resolution
Explain how the conflict is
resolved and what happens
at the end.

Conclusion
State the moral of the story.

ENGLISH PRIMARY DEPARTMENT (2022) 16

Writing Model

This week your teacher announced a Short Story Competition. You have been asked to
write about an unforgettable experience. The best entry will be hung on the class
noticeboard. Write your short story.
Thematic Areas: Year 4 - Personal Stories and Adventures
Year 5 – Space and Travel

When I met an Alien

Last Saturday it was a beautiful day with a spotless sky. My family and I invited
my aunty, uncle and cousins to a picnic in a garden, a stone’s throw away from my house.

As soon as we arrived, my mum laid the red and white picnic blanket on the lush,
green grass. My cousin George brought his football with him and we had a whale of a
time playing football. Accidentally, my youngest cousin, Tim threw the ball behind the
bush and I dashed to get it. As soon as I got near the bush I realised that someone was
hiding behind it. I approached it cautiously and …

It was there when I saw it. I could not believe my eyes. In front of me, long and
lanky, stood an alien. The alien, clad in a pink suit, had green skin, three round bulgy
eyes and long antennae. I wanted to run away but curiosity got the better of me. He
told me his name was Wizny and he was exploring our planet. Then, I introduced myself
and my family while we offered him some of our left-over food.

Suddenly, Wizny became very sad. Apparently, Wizny’s shuttle ran out of fuel
and he couldn’t return home. To our astonishment, Wizny’s shuttle ran on water. How
eco-friendly! We gave him plenty of water to fill up his shuttle and some more in a jerry
can. Wizny was very grateful. With all the excitement his face turned a bright red. What
a fascinating creature!

Soon it was time for the alien to go back to his planet Mars. It was extremely
intriguing finding out all about Wizny’s life. We bid him farewell and promised each
other to meet again. WHAT AN UNFORGETTABLE DAY!

ENGLISH PRIMARY DEPARTMENT (2022) 17

Suggested titles:

You are going to write a scary story of when you and your friends Thematic Areas:

got caught in a storm during a hike. The story is going to be

Year 3: Family and
published in the school magazine. Write the short story.
Friends

Year 4: Weather and

Natural Disasters

The teacher wants to publish a list of mysterious stories on the Thematic Areas:
school website. You are going to write a story about an
Year 3: Family and Friends
abandoned house that you and your friends explored. Write
the short story. Year 4: The Home/Personal
Stories and
Adventures

Year 5: Places

You want to take part in a writing competition. The winner will Thematic Areas:

have the story published in a book about animals. You are

Year 3: Animals
going to write the story of when you found a strange animal.
Write the short story. Year 4: Personal Stories
and Adventures

Year 5: The Natural

World and
Wildlife

ENGLISH PRIMARY DEPARTMENT (2022) 18

 Filling in a form
What is a form?

Filling in a form is featured across Level 5 in both Year 3 and Year 4. An identity kit is
usually a form filling task which learners need to complete with personal information for
a specific purpose such as to enrol in a gym, to give feedback, to register for a course or
to leave one’s contact details.

Reference to LOs

When filling in a form, learners are mainly working to achieve these Learning Outcomes:

Year 3
W5.9 I can write a paragraph appropriately for an audience and with a purpose.
I can make a text more interesting or more relevant to me by changing the
W5.12
vocabulary
Year 4
W5.4 I can, with support, edit and revise my written work.
W5.6 I can use words to achieve particular effects in my writing.
W5.8C I can participate in writing for a range of purposes and write in some genre.
W5.11 I can add detail and interest to basic sentence structures in a variety of ways.

Success Criteria for teachers

When filling in a form, teachers can use the following success criteria for assessment:

Success Criteria Marking Criteria

Learners included correct and concise information Content and Relevance
about themselves. Vocabulary
Learners used correct spelling and punctuation. Spelling and Punctuation

ENGLISH PRIMARY DEPARTMENT (2022) 19

Success criteria for learners

The following success criteria can be used by learners to self-assess their work.

Filling in a form

My form contains information about myself.

My personal information starts with capital letters.

My sentences begin with capital letters.

My sentences end with the correct punctuation marks.

I checked for spelling errors.

My form is neat and legible.

ENGLISH PRIMARY DEPARTMENT (2022) 20

Writing Model 1

You want to become a member of Kids Reading Club because it offers discounts when
buying books. Fill in this application form with your personal information correctly.

Thematic Areas: Year 3 - Personal Stories and Adventures/ Sports and Free Time
Year 4 – Personal Identification/Hobbies and Leisure

Name: __________________________Address: _________________________________

__________________________________________Postcode: _____________________

Date of Birth:________________________________Age: _________________________

Home number:____________Mobile:______________Email:________________________

How did you hear about us?

Social Media Newspaper Radio Friend/Relative

Tick this box if you do not wish to receive further information regarding promotions and
events from us.

_______________________ __________________
Parent/Guardian Signature Date

Return your application for the Kids’ Club to:

In person: Kids’ Club Office, Uphill Street, Naxxar
By post: Kids’ Club Home,
Uphill Street,
Naxxar P.O. Box 1234,
NXR 1902
By email: [email protected]

ENGLISH PRIMARY DEPARTMENT (2022) 21

Writing Model 2

You want to participate in a competition and the winner wins a trip to Euro Disney. For
this competition you have to create an identity kit about yourself, design a badge for your
superhero’s costume and write a story about your superpowers.

Thematic Area: Year 4 - Personal Stories and Adventures

Superhero File

Name of superhero: Most famous bold feat/achievement:

_______________________ ___________________________

Special superpower: ___________________________

_______________________ ___________________________

Secret identity: ___________________________

_______________________ ___________________________

___________________________
Design the badge.
___________________________

____________________

___________________

____________________

__________________

____________________

ENGLISH PRIMARY DEPARTMENT (2022) 22

Suggested forms:

Kids’R’Us is a popular toy-store. You want to benefit from its offers and find out about
events, competitions, new toys and special activities. Fill in this application form to
become a member.

Thematic Areas: Year 3 – Sports and Free Time

Year 4 - Hobbies and Leisure

First Name: ___________________ Surname: ________________________

Address:_____________________________________________________

Town:______________Postcode: ___________Country: ________________

Phone: ____________________ Email:______________________________

Date of Birth:___________________ Nationality:______________________

Terms and conditions

I accept the Kids’R’Us terms and conditions.

Kids’R’Us Rewards communications

If you would like to hear from Kids’R’Us, about your Kids’R’Us Rewards membership benefits and the latest
events and offers, please tick below to receive marketing communications.
Yes, please contact me via EMAIL
I am also happy to be contacted via SMS PHONE POST

Please note, if you have not ticked any of the above boxes, you will not receive any rewards-specific
marketing communications.

ENGLISH PRIMARY DEPARTMENT (2022) 23

You want to become a member of Book Attic Bookshop Club so you can benefit from
several discounts and earn many prizes. Fill in this form.

Thematic Areas: Year 3 – Sports and Free Time

Year 4 - Hobbies and Leisure

ENGLISH PRIMARY DEPARTMENT (2022) 24

Your friend Lisa has gone missing and you want to find her. Fill in Lisa’s identity-kit. This
will be displayed in public places.

Thematic Areas: Year 3 – The Body and the Face/Family and Friends
Year 4 – Personal Identification

Have you seen Lisa?

ENGLISH PRIMARY DEPARTMENT (2022) 25

 Writing an informal letter
What is an informal letter?

The writing of an informal letter is featured across Level 5 in both Year 3 and Year 4
and across Level 6 in Year 5. Word length varies per year.

Year 3 Year 4 Year 5

50-70 words 70-100 words 100-140 words

Informal letters are messages usually handwritten to a person/s you know well such as
a close relative or friend and are sent by mail. Therefore, apart from letter writing
learners should also know how to write their address and how to address an envelope.
Letters are written for a specific reason such as to:

• give/ask for advice/help • congratulate

• give/ask for news • invite
• give/ask for information • accept/refuse an invitation
• apologise • make suggestions
• thank someone • give instructions
• narrate • give directions
• describe

Letters should consist of an introduction in which you greet the person, refer to the last
letter and explain why you are writing, a main body consisting of one, two or three
paragraphs and a conclusion where you sum up your letter, give your regards and ask
the receiver to write back.

ENGLISH PRIMARY DEPARTMENT (2022) 26

Reference to LOs

When writing an informal letter, learners are mainly working to achieve these Learning
Outcomes:

Year 3
W5.9 I can write a paragraph appropriately for an audience and with a purpose.
W5.12 I can make a text more interesting or more relevant to me by changing the
vocabulary.
W5.14 I can use resources to help me plan my written work and present it
accurately.
Year 4
W5.2 I can, at an elementary level, use appropriate format and features of
presentation to convey the purpose of a text.
W5.4 I can, with support, edit and revise my written work.
W5.6 I can use words to achieve particular effects in my writing.
W5.7 I can express my opinions in writing on a range of topics.
W5.8A I can participate in writing for a range of purposes and write in some
genres.
W5.11 I can add detail and interest to basic sentence structures in a variety of
ways.
W5.15 I can organise my ideas into a clear, cohesive and coherent paragraph.
Year 5
WR6.2 I can use appropriate format and features of presentation to convey the
purpose of a text.
WR6.4 I can use resources to help me plan my written work and present it
accurately.
WR6.5 I can revise and edit work with minimal support.
WR 6.7 I can use words to achieve effects in my writing and use a range of
vocabulary and expressions that set specific moods and depict scenes.
WR6.9 I can participate in writing for a wide range of genre, audience and
purposes (GAP).
WR6.16 I can organise my ideas into clear, cohesive and coherent paragraphs
sustained over an extended piece of writing.

ENGLISH PRIMARY DEPARTMENT (2022) 27

Success Criteria

The following success criteria which are in line with the Marking Criteria for Writing on p.
26 (LOF Year 3), p.24 (LOF Year 4) and p.34 (LOF Year 5) can be used by teachers when
assessing an informal letter:

Success Criteria Marking Criteria

Learners wrote their address in the upper right-
Organisation and Structure
hand corner.
Learners skipped a line under their address and
Organisation and Structure
wrote the date in full.
Learners skipped a line and on the left-hand
corner, wrote the salutation “Dear” and the Organisation and Structure
recipient’s name, followed by a comma.
Learners skipped a line and from under the comma
wrote a brief introduction, skipped a line and
Organisation and Structure
wrote one, two or three paragraphs for the body,
skipped a line and wrote a brief conclusion.
The learners addressed the title (e.g. described,
Content and Relevance
narrated, explained, informed… ).
The learners skipped a line, wrote a closing
statement like "Best regards”, “Best wishes” or Organisation and Structure
“Love” in the centre, followed by a comma.
Learners skipped two lines and signed off the
Organisation and Structure
letter.
Learners indented all the paragraphs. Organisation and Structure
Vocabulary
Learners included details, descriptions, adjectives,
Language Use
verbs and adverbs.
Content and Relevance
Learners used correct spelling and punctuation. Spelling and Punctuation

Success criteria for learners

The following success criteria can be used by learners to self-assess their work.

ENGLISH PRIMARY DEPARTMENT (2022) 28

 Writing an informal letter
My letter has an address in the upper right-hand corner.

I skipped a line and wrote the full date under the address.

I skipped a line and wrote the salutation “Dear” followed by the

name of the person receiving the letter and a comma in the left-hand
corner.

I skipped a line and started my introduction from under the

comma.

My introduction has 2/3 sentences and consists of a greeting, a

reference to the last letter and the reason why I am writing
the letter.
My letter has 1-3 body paragraphs.

I skipped a line between each body.

My conclusion has 2/3 sentences, sums up my letter, sends my

regards and asks the receiver to write back.

I asked questions throughout the letter.

I used the first person ‘I’.

I used a friendly, chatty style of writing.

I indented all the paragraphs.

My letter has a closing; “Best regards”, “Best wishes” or “Love”

followed by a comma.

I signed off my letter.

I used the correct punctuation.

I checked my letter for spelling errors.

My letter is neat and legible.

ENGLISH PRIMARY DEPARTMENT (2022) 29

 Writing Frame – An Informal Letter

Your ___________
___________
address
___________

Date ___________

Introduction:

Dear______, Salutation
– greet

______________________________________________________________________
-refer to last
__________________________________________________________________
letter

-state why you are

______________________________________________________________________
writing
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_________________________________________________________________ Conclusion:

–sum up
______________________________________________________________________
______________________________________________________________________
-give your
________________________________________________________________ regards

Best wishes, -reason to write

Closing back

Your
signature ___________

ENGLISH PRIMARY DEPARTMENT (2022) 30

Writing Model

You are Martina and you live in Fl1, Beach Court, Tower Street, Mosta, MST 1234, Malta.
Your friend Amelia lives abroad. Write her a letter to tell her how you spent your Carnival
holidays.
Thematic Areas: Year 4 – Celebrations
Year 5 – Feasts and Celebrations
FL1, Beach Court,
Tower Street,
Mosta, MST 1234
Malta

2nd March, 2019

Dear Amelia,

How are you? You had me in stitches when you told me all about the prank you pulled. I am
glad you did well in your piano exam. Let me tell you all about my Carnival holidays.

I had the time of my life celebrating Carnival. For the first time, I dressed up as a clown.
I wore big, white shoes, a colourful shirt with red and blue pompoms as buttons and a white spotted bow
around my neck. I wore a pair of stripped, baggy trousers and a bright, pointed hat. Of course, mum stuck a
fake, red nose on my real one. According to Ms Borg I had the most beautiful costume she had ever seen. She
is such a peach.

During the holidays we went to Valletta. I saw extravagantly coloured floats and long
parades of talented dancers in outrageous costumes. We stopped at a coffee shop for a sweet treat. I tried
the ‘prinjolata’ for the first time. It surely isn’t going to be the last! Luckily, I saw my friend Ella dancing with
her classmates. Do you remember Ella? She used to attend the swimming lessons with us. She was dressed
up as a unicorn. She was striking!

On Monday, I paid Gozo a visit to see the famous Carnival in Nadur. This was my first
time there and I did not know what to expect. Many people wore scary masks. Others were dressed up as
famous people. Initially I was scared but then I relaxed and enjoyed the evening. Unfortunately, it started
raining in bucketfuls, so we changed our plans and went home. Tough luck!

Time flies quickly during the holidays. How did you spend your mid-term holidays? I know
London is exciting at this time of the year. I hope to hear from you soon. Please give my regards to your
family.

Best regards,

Martina

ENGLISH PRIMARY DEPARTMENT (2022) 31

ENGLISH PRIMARY DEPARTMENT (2022) 32
Suggested titles:

You received a letter from your aunt Grace. She wanted Thematic Areas:
to know what you enjoy doing in your free time, so she can
Year 3: Family and Friends/
decide on a gift for your birthday. Send her a letter.
Sports and Free Time

Year 4: Relationships/
Hobbies and Leisure

Year 5: Feasts and Celebrations

Your Canadian cousins are visiting Malta and Gozo for Thematic Areas:
the first time. Write a letter to tell them about places in
Malta or Gozo that you are going to take them to. Year 3: The World Around Us/
Family and Friends

Year 4: Relationships/
Town and Country

Year 5: Places

You received a letter from your new Italian friend Pietro. Thematic Areas:
He wants to know more about your school. Write a letter
Year 3: School Life/
to tell him all about it.
Family and Friends

Year 4: Relationships

Year 5: School and

Education

ENGLISH PRIMARY DEPARTMENT (2022) 33

 Writing an informal email
What is an informal email?

The writing of an informal email is featured across Level 5 in Year 3 and Year 4 and across
Level 6 in Year 5. Word length varies per year.

Year 3 Year 4 Year 5

50-70 words 70-100 words 100-140 words
An informal electronic mail or email is a message exchanged between people who know
each other well using electronic devices. Therefore, learners should know how to write
an email address. Emails are written for a specific reason such as to:

• give/ask for advice/help

• give/ask for news
• give/ask for information
• apologise
• thank someone
• narrate
• describe
• congratulate
• invite
• accept/refuse an invitation
• make suggestions
• give instructions
• give directions

Emails should have a word, phrase or brief sentence written in the ‘Subject’ section to
determine what the email is about. Like letters, emails should consist of an introduction
in which you greet the person, refer to the last email and explain why you are writing, a
main body consisting of one, two or three paragraphs and a conclusion in which you sum
up your email, give your regards and ask the receiver to write back.

ENGLISH PRIMARY DEPARTMENT (2022) 34

Reference to LOs

When writing an informal email, learners are mainly working to achieve these Learning
Outcomes:

Year 3
W5.9 I can write a paragraph appropriately for an audience and with a purpose.
W5.12 I can make a text more interesting or more relevant to me by changing
the vocabulary.
W5.14 I can use resources to help me plan my written work and present it
accurately.
Year 4
W5.2 I can, at an elementary level, use appropriate format and features of
presentation to convey the purpose of a text.
W5.4 I can, with support, edit and revise my written work.
W5.6 I can use words to achieve effects in my writing.
W5.7 I can express my opinions in writing on a range of topics.
W5.8A I can participate in writing for a range of purposes and write in some
genres.
W5.11 I can add detail and interest to basic sentence structures in a variety of
ways.
W5.15 I can organise my ideas into a clear, cohesive and coherent paragraph.
Year 5
WR6.2 I can use appropriate format and features of presentation to convey the
purpose of a text.
WR6.4 I can use resources to help me plan my written work and present it
accurately.
WR6.5 I can revise and edit work with minimal support.
WR6.7 I can use words to achieve effects in my writing and use a range of
vocabulary and expressions that set specific moods and depict scenes.
WR6.9 I can participate in writing for a wide range of genre, audience and
purposes (GAP).
WR6.16 I can organise my ideas into clear, cohesive and coherent paragraphs
sustained over an extended piece of writing.

ENGLISH PRIMARY DEPARTMENT (2022) 35

 Success Criteria for teachers

The following success criteria which are in line with the Marking Criteria for Writing
on p. 26 (LOF Year 3), p. 24 (LOF Year 4) and p. 34 (LOF Year 5) can be used by
teachers when assessing an informal email:

Success Criteria Marking Criteria

Learners wrote the recipient’s email and filled in
Organisation and Structure
the ‘Subject’ section.
Learners started the email with a greeting by
addressing the person who is receiving the email Organisation and Structure
followed by a comma.
Learners skipped a line and from under the comma
wrote a brief introduction, skipped a line and wrote,
Organisation and Structure
one, two or three paragraphs for the body, skipped
a line and wrote a brief conclusion.
Learners addressed the title and email subject (e.g.
Content and Relevance
described, narrated, explained, informed… ).
Learners skipped a line, wrote a closing statement
like "Best regards”, “Best wishes” or “Love” in the Organisation and Structure
centre, followed by a comma.
Learners skipped two lines and signed off the email. Organisation and Structure
Learners indented all the paragraphs. Organisation and Structure
Learners used correct spelling and punctuation. Spelling and Punctuation

Success criteria for learners

The following success criteria can be used by learners to self-assess their work.

ENGLISH PRIMARY DEPARTMENT (2022) 36

 Writing an email

My email has an email address and a subject.

My email has a salutation “Dear” followed by the receiver’s name

and a comma.

My introduction has 2/3 sentences and consists of a greeting, a

reference to the last email and the reason why I am writing the
email.

My email has a beginning, a middle and an ending.

My conclusion has 2/3 sentences, sums up my letter, sends my

regards and asks the receiver to write back.

I indented every paragraph.

I skipped a line between the salutation, the paragraphs and

the closing.

My email has a closing such as “Best regards”, “Best wishes” or

“Love” followed by a comma.

I skipped two lines and signed off my email.

I used a friendly, chatty style of writing.

I asked questions throughout the email.

I used the first person ‘I’.

My sentences begin with capital letters.

My sentences end with the correct punctuation marks.

I checked for spelling errors.

My email is neat and legible.

ENGLISH PRIMARY DEPARTMENT (2022) 37

 Writing Frame – Informal Email
Introduction
– greet
Dear______, Salutation
-refer to
last email
________________________________________________________________
________________________________________________________________
-state why
you are
________________________________________________________________
writing
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Conclusion

________________________________________________________________
–sum up

________________________________________________________________
-give your
regards
Best wishes, Closing
-reason to
__________ write back.
Your
signature

ENGLISH PRIMARY DEPARTMENT (2022) 38

Writing Model

You are Mike. Your best friend Liam is sick at home with chicken pox. Write an email to
tell him what you are doing at school and to wish him a speedy recovery.

Thematic Areas: Year 4 – Relationships

Year 5 – Health and Fitness/School and Education

[email protected]

Get Well Soon!

Dear Liam,

How are you? I am so sorry to hear that you are feeling under the weather
and hope you are on the mend. I am writing to give you a quick update on what you are
missing out on at school.

At school, we are learning fractions! They are really a piece of cake. We

have finished an English project, which is a relief! We have now started preparing for the
Christmas show which I am sure you will love. During break, we are making you a Get Well
Soon card. Danny has designed it and I have coloured it in.

Liam, you will be happy to find out that we do not have any homework.
Yippee! However, we are expected to study! I am eagerly waiting for tomorrow! I hope
you have not forgotten our outing to Valletta. We are going to the Book Fair. I have been
saving up my money to buy myself some books. I hope you are better, so you can join us.

I hope you will be back on your feet soon. Meanwhile, do let me know if I can
be of any help or support. Send my regards to all your family especially that cute dog of
yours.

Best wishes,

Mike

ENGLISH PRIMARY DEPARTMENT (2022) 39

Suggested titles:

Your friend Jack missed your birthday party. Write Thematic Areas:

him an email to tell him how sorry you are and how
Year 3: Family and Friends/
your birthday party was.
Food and Drink

Year 4: Relationships/
Personal Stories and
Adventures/Celebrations

Year 5: Feasts and Celebrations

Frozen 2 is going to be shown for the first time at the Thematic Areas:
cinema next week. Write an email to your friend Tina
and invite her to come and watch Frozen 2 with you. Year 3: Family and Friends

Year 4: Personal Stories and

Adventures

Year 5: Places

You have moved to a new house. Email your cousin Thematic Areas:
Jim, tell him about your new house and invite him for
a sleepover. Year 3: Family and Friends

Year 4: The Home/

Personal Stories and
Adventures

Year 5: Places

ENGLISH PRIMARY DEPARTMENT (2022) 40

 Writing a list
What is a list?

The writing of a list features in Level 5 in Year 3. A list consists of several items or
names written consecutively, typically one below the other and which all belong to a
particular category. Lists are used to organise information, to provide structure,
arrange things or ideas and are very easy to read and follow. They usually have a title.

Reference to LOs

When writing a list, learners are mainly working to achieve these Year 3 Learning
Outcomes:

Year 3
W5.1 I can write well-formed letters that are legible.
W5.9 I can write a paragraph appropriately for an audience and with a purpose.
W5.14 I can use resources to help me plan my written work and present it
accurately.

Success Criteria for teachers

The following success criteria, which are in line with the Marking Criteria for Writing on
p. 26 (LOF Year 3), can be used by teachers when assessing a list:

Success Criteria Marking Criteria

Learners included a title. Content and Relevance
Learners included suitable vocabulary. Vocabulary
Learners used correct spelling and punctuation. Spelling and Punctuation

ENGLISH PRIMARY DEPARTMENT (2022) 41

Success Criteria for learners

The following success criteria can be used by learners to self-assess their work.

Writing a list

My list is neat and legible.

My list has a title.

My list includes several items related to the title.

I checked for spelling errors.

ENGLISH PRIMARY DEPARTMENT (2022) 42

 Writing Frame – List

Title of list

Numbers or __________________________

bullets

1. ________________________________________________

2. ________________________________________________

3. ________________________________________________

4. ________________________________________________

5. ________________________________________________

6. ________________________________________________

7. ________________________________________________

8. ________________________________________________

9. ________________________________________________

10. ________________________________________________

ENGLISH PRIMARY DEPARTMENT (2022) 43

Writing Model

The P.E. teacher asked you to make a list of sports equipment that you would like the
headmaster to buy for the school. Write the list.

Thematic Area: Year 3 - Sports and Free Time

P.E. equipment to buy

1. saucer cones
2. marking cones
3. javelins
4. basket balls
5. tennis balls
6. volleyballs
7. footballs
8. handballs
9. bibs
10. frisbees
11. relay batons
12. step hurdles
13. wooden bats
14. flat rings
15. tunnel
16. gym mat
17. hula hoops
18. parachute
19. basket balls
20. bean bags

ENGLISH PRIMARY DEPARTMENT (2022) 44

Suggested titles:

The teacher has asked you to make a list of Thematic Area:

endangered animals to publish it on the school

Year 3: Animals
magazine.

You are going to go on holiday on an island in Thematic Area:

summer. Make a list of items that you need to pack.
Year 3: Clothes

You are in charge of grocery shopping this week. Thematic Area:

Make a list of groceries you need to buy.
Year 3: Food and Drink

ENGLISH PRIMARY DEPARTMENT (2022) 45

 Writing a message

What is a message?

The writing of a message is featured across Level 5 in both Year 3 and Year 4 and across
Level 6 in Year 5. Word length varies per year.

Year 3 Year 4 Year 5

20-30 words 30-40 words 40-50 words
Messages can be written for different reasons and purposes such as to:

• give/ask for advice/help • congratulate

• give/ask for news • invite
• give/ask for information • accept/refuse an invitation
• apologise • make suggestions
• thank someone • give instructions
• narrate • give directions
• describe

Messages are brief and to the point. They should consist of a greeting, the reason/s why
you are writing and a closing.

Reference to LOs

When writing a message, learners are mainly working to achieve these Learning Outcomes:
Year 3
W5.9 I can write a paragraph appropriately for an audience and with a purpose.
W5.14 I can use resources to help me plan my written work and present it
accurately.
Year 4
W5.2 I can, at an elementary level, use appropriate format and features of
presentation to convey the purpose of a text.
W5.4 I can, with support, edit and revise my written work.

ENGLISH PRIMARY DEPARTMENT (2022) 46

W5.6 I can use words to achieve effects in my writing.
W5.8 I can participate in writing for a range of purposes and write in some
genres.
W5.15 I can organise my ideas into a clear, cohesive and coherent paragraph.
Year 5
WR6.2 I can use appropriate format and features of presentation to convey the
purpose of a text.
WR6.4 I can use resources to help me plan my written work and present it
accurately.
WR6.5 I can revise and edit work with minimal support.
WR6.9 I can participate in writing for a wide range of genre, audience and
purposes (GAP).

Success criteria for teachers

The following success criteria, which are in line with the Marking Criteria for Writing on
p. 26 (LOF Year 3), p. 24 (LOF Year 4) and p. 34 (LOF Year 5) can be used by teachers
when assessing a message:

Success Criteria Marking Criteria

Learners addressed the title (e.g. described,
Content and Relevance
narrated, explained, informed… ).
Learners wrote a clear and to the point message. Content and Relevance
Learners used the right greeting and closing. Organisation and Structure
Learners skipped a line between the salutation, the
message and the closing and two lines between the Organisation and Structure
closing and their name.
Learners used suitable vocabulary. Vocabulary
Learners used appropriate language and correct
Language Use
grammar.
Learners used good spelling and punctuation. Spelling and Punctuation

ENGLISH PRIMARY DEPARTMENT (2022) 47

Success criteria for learners

The following success criteria can be used by learners to self-assess their work.

Writing a message

My message starts with a salutation ‘Hi’ or ‘Dear’ followed by the name

of the recipient and a comma or just with the name of the recipient.

I skipped a line between the salutation and the message.

My message is clear, focused and easy to understand.

I used the first person ‘I’.

I used a friendly, chatty style of writing.

I used the correct punctuation marks.

My message has a closing such as ‘From’, ‘Yours’ or ‘Love’ followed by a

comma or just the name.

I skipped a line between the message and the closing.

I signed off my message under the closing.

I skipped two lines between the closing and my name.

I checked for spelling errors.

My message is neat and legible.

ENGLISH PRIMARY DEPARTMENT (2022) 48

Writing Model 1: Thank You Message

Your friend got you a birthday present for your 8th birthday. Write him/her a short
message to say thank you.

Thematic Areas: Year 3 – Sports and Free Time

Year 4 – Hobbies and Leisure
Year 5 – Sports and Arts

Hi Ellie,

I like the board game you got me for my

birthday. I really like it because all the family
can play it. Thank you so much. It was very kind
of you.

From,

Hannah

Writing Model 2: Sorry Message

You accidentally broke your brother’s tablet. Write a short message to say that you are
sorry and to suggest what you can do until it is repaired.

Thematic Areas: Year 3 – Family and Friends

Year 4 – Feelings and Emotions/Relationships
Year 5 – Personal Identifications and Emotions

Hey Luke,

I’m terribly sorry I destroyed your tablet. It was

an accident and I didn’t mean to upset you. You
can use mine until it is repaired. Hope it’s ok!

Cheers,

Jake

ENGLISH PRIMARY DEPARTMENT (2022) 49

Writing Model 3: Message to remind someone

You are going on a field trip to Buskett with your classmates. Your teacher asked you to
bring a clip board file, the pencil case and your cap. Your friend Mark is not at school
today. Write a message to remind him to bring these things on the day of the field trip.

Thematic Areas: Year 3 – School Life; Year 4 – Relationships; Year 5 – School and Education

Mark,

How are you? Tomorrow, we have the field trip

to Buskett. Don’t forget to bring your clip board
file, your pencil case and the school cap in case
it is sunny. See you near the school gate at the
usual time.

Seb

Writing Model 4: Message to inform

Your neighbour has agreed to take care of your pet while you are away on holiday. Write
a short message to inform her about how many times she needs to feed it.

Thematic Areas: Year 3 – Animals/Family and Friends

Year 4 – Relationships
Year 5 – Personal Identification and Emotions
Dear Martha,

Thank you for agreeing to take care of my cat Rio while I’m
away. Please do not feed him more than three times a day.
You should feed him in the morning, in the afternoon and in the
evening. Don’t forget to refill his bowl with fresh water, too.

Love,

Mia

ENGLISH PRIMARY DEPARTMENT (2022) 50

Writing Model 5: Message to report a phone call

Your Aunt Judy called to see if your Mum can give her a lift to work as her car has broken
down. You mum is not at home, so you take the call yourself. Write a message to Mum to
inform her about your Aunt’s phone call.
Thematic Areas: Year 3 – Transport/Family and Friends
Year 4 – Relationships/Travel
Year 5 – Transport

Mum,

Aunt Judy called to say that her car has

broken down and she needs a lift to
work this evening. Can you please call
her when you read this message?

Jenny

Writing Model 6: Writing a message in an email

Your friend Chris has invited you to a special party which he is organising for Halloween.
Write an email to Chris. In your email, you should accept the invitation and suggest how
you could help him prepare for the party.
Thematic Areas: Year 3 – Family and Friends
Year 4 – Entertainment
Year 5 – Feasts and Celebrations

[email protected]

Hi Chris!

Thanks a lot for inviting me to the party. I’ll be there. Shall I give you a hand buying some decorations
for the party? The stationery next door to my house has some spooky things for sale. Write back
soon.

From,

Maria

ENGLISH PRIMARY DEPARTMENT (2022) 51

 Writing Frame – Short Message

Salutation
Message
followed by the
Content
receiver’s name
and a comma Briefly greet
(e.g. Hi Mum, Hey recipient.
aunty Jess, Dear
Mary, …) Dear ______, Write the
OR reason why you
______________________________________
just the name are writing.
______________________________________
of the recipient.
______________________________________ Keep it short

______________________________________ and straight to

Closing ______________________________________ the point.
followed by a
______________________________________
comma
______________________________________
(e.g. Yours, Love,
Sorry, Thank You, …) ______________________________________
OR ________________
just the name of Love,
the sender.)

_______________

Signature

ENGLISH PRIMARY DEPARTMENT (2022) 52

Suggested titles:

You’re planning to go to the beach with your parents. Thematic Areas:

Write an SMS to another friend, Mark. In the SMS:
a) ask him to come to the Year 3: Family and Friends/
beach Places and Directions
b) tell him where to meet you
c) tell him what to bring Year 4: Hobbies and Leisure
d) tell him how long you’re
staying. Year 5: Places

Your friend Andy has invited you to his Halloween Thematic Areas:
party. Write a short note to Andy to say thank you
and to explain why you can’t go to the party. Year 3: Family and Friends

Year 4: Celebrations

Year 5: Feasts and Celebrations

Your friend Thomas has invited you to his birthday Thematic Areas:
party on Saturday 12th June. Write a message to your
friend to thank him for the invitation and to let him Year 3: Family and Friends
know that you are going.
Year 4: Celebrations

Year 5: Feasts and Celebrations

ENGLISH PRIMARY DEPARTMENT (2022) 53

 Writing an invitation
What is an invitation?

The writing of an invitation is featured across Level 5 in both Year 3 and Year 4.
Invitations can be written for both informative and instructive purposes. An invitation
usually follows a format as in the writing models provided. However, you might want
learners to write an invitation in an email, letter or message. The following is an example.

It’s your birthday next week and you’re having a party. You want to invite your friend,
Lisa. Write an email to invite her to the party. Tell her when it is, what she should
bring and how to get there.

Word length varies according to the year group and genre.

Reference to LOs
When writing an invitation, learners should be working to achieve these Learning
Outcomes:
Year 3 Year 4
W5.2 I can, at an elementary level, use
appropriate format and features of
W5.9 I can write a paragraph
presentation to convey the purpose of
appropriately for an audience
a text.
and with a purpose.
W5.4 I can, with support, edit and revise my
written work.
W5.8 I can participate in writing for a range
W5.12 I can make a text more
of purposes and write in some genres.
interesting or more relevant
W5.11 I can add detail and interest to basic
to me by changing the
sentence structures in a variety of
vocabulary.
ways.

ENGLISH PRIMARY DEPARTMENT (2022) 54

Success criteria for teachers

The following success criteria, which are in line with the Marking Criteria for Writing on
p. 26 (LOF Year 3) and p. 24 (LOF Year 4), can be used by teachers when assessing an
invitation:

Success Criteria Marking Criteria

Learners included all the information that the
Content and Relevance
recipient needs to know.
Learners used the proper greeting and ending,
Organisation and Structure
including an RSVP.
Learners designed a neat invitation (unless it was
Organisation and Structure
written in a letter, email or message).
Learners used suitable vocabulary. Vocabulary
Learners used appropriate language and correct
Language Use
grammar.
Learners used good spelling and punctuation. Spelling and Punctuation

ENGLISH PRIMARY DEPARTMENT (2022) 55

Success criteria for learners

The following success criteria can be used by learners to self-assess their work.

Writing an invitation

My invitation starts with a greeting (e.g. Dear…) followed by the name

of the recipient and a comma.

My invitation explains what the party is about and includes the date,
the time, any special instructions (e.g. wear a costume…) and an RSVP.

My invitation has clear, focused and easy to understand sentences.

My invitation ends with a closing (e.g. Yours…) followed by a comma.

I signed off my invitation.

I used the first person ‘I’.

I used present tenses.

My sentences begin with capital letters.

My sentences end with the correct punctuation marks.

I checked for spelling mistakes.

My invitation is neat and legible.

ENGLISH PRIMARY DEPARTMENT (2022) 56

Writing Model 1: Invitation to a Birthday Party

It’s your birthday next week and you are having a party. Design an invitation to
invite your friend Lisa to your party. Tell her when it is, what she should bring and
how to let you know whether she can make it or not.

Thematic Areas: Year 3 - Family and Friends/Relationships

Year 4 – Celebrations

Dear Lisa,

Please come to my 9th

birthday party!
On: Saturday 11th May, 2020 from
4pm to 7 pm

Place: Party Kids Café, Qawra

Bring a clean pair of socks.

Let me know if you can come!

RSVP: 79456731

ENGLISH PRIMARY DEPARTMENT (2022) 57

Writing Model 2: Invitation to a School Event

Your school is taking part in the Save Our World Project. Design an invitation to
invite families to attend to this event. Write when the event will be, where it will
be held and write down any other information that your family needs to know.

Thematic Areas: Year 3 – The World Around Us

Year 4 - Celebrations/Environment/The World Around Us

Invitation
Dear Family,

We have been working very hard in the Save our World Project. We
are learning more about ways how we can protect our environment.
We would like to share what we have learned with you.

Where: St Thomas Primary School, School Hall

When: Friday 14th March at 1:00pm
RSVP: Send an email to [email protected]
by Wednesday 1st March.

Entrance is free, but any donations are welcome.

ENGLISH PRIMARY DEPARTMENT (2022) 58

 Writing Frame - Invitation

Dear _____________________

You are invited to celebrate

________________________________________

Date: ____________________________________

Time: ____________________________________

About the celebration: _______________________

________________________________________

________________________________________

________________________________________

RSVP: ___________________

From: ___________________

ENGLISH PRIMARY DEPARTMENT (2022) 59

Suggested titles:

Design an invitation for a friend in which you invite Thematic Areas:

him/her to a sleepover party at your house. Include
what time the party will start and activities that you Year 3: Family and Friends
have planned.
Year 4: Relationships

Your class is organising a fund-raising activity for Thematic Areas:

animal shelters. Design an invitation to be sent out to
parents. In your invitation include date, time and place, Year 3: School Life/ Animals
what kind of activities there will be, and say what the
class will do with the money raised. Year 4: Celebrations

Write an invitation to your classmates announcing the Thematic Areas:

school’s Sports Day. In your invitation:
• include date and place Year 3: School Life/
• include a list of the sporting events Sports and Free Time
• ask children to help
Year 4: Celebrations/
Hobbies and Leisure

ENGLISH PRIMARY DEPARTMENT (2022) 60

 Writing a set of instructions
What are instructions?

This genre features across Level 5 in both Year 3 and Year 4 and Level 6 in Year 5. When
writing a set of instructions, it is important that learners show that they can inform or
instruct by using the correct sequence and by giving examples, details and explanations
to describe the steps of a process. Illustrations might be used to further support the
reader. Instructions usually are short writing tasks and follow a format as in the writing
frames and models provided. However, learners can write instructions in letters, emails
or messages as in the following example:

Today, your friend Ella left school early because she was unwell. She missed an
interesting Science experiment. Write an email to tell her about the Science experiment
and to explain how she could carry out the experiment at home.

Word length varies per year and genre.

Reference to LOs

When writing instructions, learners are mainly working to achieve the following Learning
Outcomes:
Year 3
W5.9 I can write a paragraph appropriately for an audience and with a purpose.
W5.14 I can use resources to help me plan my written work and present it
accurately.
W5.16 I can write instructions to explain the steps of a process.
Year 4
W5.2 I can, at an elementary level, use appropriate format and features of
presentation to convey the purpose of a text.
W5.4 I can, with support, edit and revise my written work.
W5.6 I can use words to achieve effects in my writing.
W5.8C I can participate in writing for a range of purposes and write in some
genres.

ENGLISH PRIMARY DEPARTMENT (2022) 61

W5.11 I can add detail and interest to basic sentence structures in a variety of
ways.
Year 5
WR6.2 I can use appropriate format and features of presentation to convey the
purpose of a text.
WR6.4 I can use resources to help me plan my written work and present it
accurately.
WR6.5 I can revise and edit work with minimal support.
WR6.9 I can participate in writing for a wide range of genre, audience and
purposes (GAP).

Success criteria for teachers

The following success criteria, which are in line with the Marking Criteria for Writing on
p. 26 (LOF Year 3), p. 24 (LOF Year 4) and p. 34 (LOF Year 5) can be used by teachers
when assessing a set of instructions:

Success Criteria Marking Criteria

Learners wrote short, clear instructions. Content and Relevance
Learners included the title (unless they were
Organisation and Structure
written in a letter, email or message).
Learners wrote a list of ingredients and/or
equipment (unless they were written in a letter, Organisation and Structure
email or message).
Learners wrote numbered or bulleted instructions
(unless they were written in a letter, email or Organisation and Structure
message).
Learners used diagrams/drawings to support the
Organisation and Structure
text.
Learners used appropriate vocabulary such as
sequencers (e.g. first, than…) and adverbs (e.g. Vocabulary
gently, carefully… ).
Learners used verbs in the imperative mood. Language Use
Learners used good spelling and punctuation. Spelling and Punctuation

ENGLISH PRIMARY DEPARTMENT (2022) 62

Success criteria for learners

The following success criteria can be used by learners to self-assess their work.

Writing a set of instructions

My instructions have a title.

My instructions have a list of ingredients/materials.

My instructions are easy to follow.

I used bullets or numbers for the instructions.

My instructions follow a sequence.

I used sequencers e.g. first, next, then ...

I used the imperative mood.

My instructions include drawings or diagrams.

My sentences begin with capital letters.

My sentences end with the correct punctuation marks.

I checked for spelling mistakes.

My instructions are neat and legible.

ENGLISH PRIMARY DEPARTMENT (2022) 63

Writing Model 1

Your teacher has asked you to share a recipe with your classmates to make a class
Recipe Book. Fill in the ingredients and write a recipe for fruit kebabs.

Thematic Areas: Year 3 – Food and Drink

Year 4 - Hobbies and Leisure
Year 5 – Food and Drink

Rainbow Fruit Kebabs

Ingredients:

• 1 kiwi fruit (peeled and chopped)

• ½ mango (peeled and chopped)
• strawberries
• red grapes
• blueberries

Method:

1. First, wash the strawberries, grapes and blueberries in cold

water and pat dry.
2. Next, cut the tops off the strawberries and throw them
away.
3. Then, thread the fruit onto each skewer in this order: 1 kiwi,
1 mango, 1 strawberry, 1 red grape and 2 blueberries.
4. Finally, arrange in a rainbow shape and let everyone help
themselves.

ENGLISH PRIMARY DEPARTMENT (2022) 64

Writing Model 2

A new boy/girl joined your classroom. At breaktime, you want to ask your new
classmate to play with you. You need to explain to him/her how to play your
favourite game. Write a list of instructions for him/her to follow.

Thematic Areas: Year 3 – School Life

Year 4 – Relationships/ Hobbies and Leisure
Year 5 – School and Education

ENGLISH PRIMARY DEPARTMENT (2022) 65

 Writing Frame - Instructions

You will need:

Method:

ENGLISH PRIMARY DEPARTMENT (2022) 66

 Writing Frame - Instructions

How to

You will need

First you Then you

Next Finally

ENGLISH PRIMARY DEPARTMENT (2022) 67

Suggested titles:

Your brother never tidies up his bedroom. Your mum Thematic Areas:
has asked you to write down some instructions on
how he can tidy up and keep his room clean. Write Year 3: The Home
down a set of 5 to 6 instructions.
Year 4: Relationships

For Show and Tell you would like to present your Thematic Areas:
favourite recipe called Easter Egg Nests. You have
taken pictures of every step of the recipe. Write Year 3: Hobbies and Leisure/
down the instructions so that your friends can easily Celebrations
follow the recipe.
Year 4: Food and Drink

Year 5: Food and Drink

Your teacher wants to know what is your favourite Thematic Areas:

game and how to play it. Write down the instructions
so you can share them with your teacher and Year 3: Hobbies and Leisure
classmates.
Year 4: Sports and Free Time

Year 5: Sports and Arts

ENGLISH PRIMARY DEPARTMENT (2022) 68

 Writing a non-chronological report

What is a non-chronological report?

Non-chronological reports feature in Year 4 (Level 5) and Year 5 (Level 6). Word length
varies according to the year group, 70-100 words in Year 4 and 100-140 words in Year 5.
A non-chronological report is a non-fiction report which is not written in time order. It is
of an informative nature. It focuses on a single topic and includes various facts about this
topic. Learners may be asked to write non-chronological reports about a country, animal,
religion, planet or sport. Ideally, learners should start by analysing a range of reports and
identifying the different features.

Reference to LOs

When writing non-chronological reports, learners should be working to achieve the

following Learning Outcomes:
Year 4
W5.2 I can at elementary level, use appropriate format and features of
presentation to convey the purpose of a text.
W5.7 I can express my opinions in writing on a range of topics.
W5.8C I can participate in writing for a range of purposes and write in some genres.
W5.11 I can add detail and interest to basic sentence structures in a variety of
ways.
W5.15 I can organise my ideas into a clear, cohesive and coherent paragraph.
Year 5
WR6.2 I can use appropriate format and features of presentation to convey the
purpose of a text.
WR6.4 I can use resources to help me plan my written work and present it
accurately.
WR6.5 I can revise and edit work with minimal support.
WR 6.7 I can use words to achieve effects in my writing and use a range of
vocabulary and expressions that set specific moods and depict scenes.
WR6.9 I can participate in writing for a wide range of genre, audience and purposes
(GAP).

ENGLISH PRIMARY DEPARTMENT (2022) 69

 WR6.16 I can organise my ideas into clear, cohesive and coherent paragraphs
sustained over an extended piece of writing.

Success Criteria for teachers

The following success criteria, which are in line with the Marking Criteria for Writing on
p. 24 (LOF Year 4) and p. 34 (LOF Year 5), can be used by teachers when assessing a non-
chronological report:

Success Criteria Marking Criteria

Learners included a title. Organisation and Structure
Learners wrote a clear introduction that explains the
Content and Relevance
topic of the report.
Learners organised the information into paragraphs
Organisation and Structure
with sub-headings.
Learners wrote a brief conclusion to summarise the
Content and Relevance.
report.
Learners included labelled diagrams, glossary, images
Organisation and Structure
with captions, fact boxes and/or bullet point lists.
The report was neat and well presented. Organisation and Structure
Learners used technical vocabulary. Vocabulary
Learners used the third person or formal tone. Vocabulary
Learners used present tenses (unless the report was
Vocabulary
historical).
Learners used words to explain further points (e.g. so,
Language Use
because, also, when, which… ).
Learners used good spelling and punctuation. Spelling and Punctuation

ENGLISH PRIMARY DEPARTMENT (2022) 70

Success criteria for learners

The following success criteria can be used by learners to self-assess their work.

Writing a non-chronological report

My report has a title.

My report starts with an introduction which introduces the topic.

I organised the information into paragraphs.

My paragraphs have sub-titles.

The conclusion summarises the topic.

My report has pictures with captions.

My report has a fact box and a glossary.

I used the correct tenses.

I used the third person.

My sentences begin with capital letters.

My sentences end with the correct punctuation marks.

I checked for spelling errors.

My report is neat and legible.

ENGLISH PRIMARY DEPARTMENT (2022) 71

Writing Model 1

You have read the poem The Crocodile by Roald Dahl. Write a report about this
crocodile to tell your classmates about it.

Thematic Area: Year 4 – Environment

Year 5 – The Natural World and Wildlife

ENGLISH PRIMARY DEPARTMENT (2022) 72

Writing Model 2

You have been investigating Endangered Animals in Science. Last week you had a visitor
in class who spoke to you about Barn Owls. The teacher has asked you to write a report
about this endangered animal. The report will be published in the school magazine.

Thematic Area: Year 4 - Environment

Year 5 – The Natural World and Wildlife

The Barn Owl

Introduction:

The barn owl is a bird of prey. It is a

nocturnal animal.

Description:

The barn owl has brown speckles, white wings and a white belly. Its face is
like a plate which is used as a satellite dish. The sound bounces off. It has
tiny feet and sharp claws because it has to pick up its prey.
Habitat:

The barn owl lives in barns, trees and chimneys. It does not make nests.

Interesting Facts:

Did you know that the barn owl can fly very fast and low? Its prey does not
hear it coming. This bird is endangered because trees are being destroyed,
farms have decreased and winters are harsher. Barn owls eat rats. People
poison the rats and thus kill the barn owls.

Conclusion:

This countryside bird with a heart-shaped face is much loved and admired. It’s
a pity that barn owls are becoming rare to find and see.

ENGLISH PRIMARY DEPARTMENT (2022) 73

Writing Model 3
You have been researching about ways to stay healthy. Write a report about all the facts
that you have learned. The report will be published on the school website.

Thematic Area: Year 4 - Hobbies and Leisure

Year 5 – Health and Fitness

Let’s Keep Healthy

Introduction: Have you ever wondered about different ways

how you can live a healthy life? Read on to find out more.

Exercise: Exercise such as

jogging, running and playing
outdoors helps to keep our body
healthy. It helps us keep the
right body weight.

Sleep: Children need around ten to eleven hours of sleep every

day. Did you know that teachers can tell if pupils had a good
rest or not?

Healthy Food and Hygiene: Before we eat healthy food, we

need to wash our hands to wash away any germs. We need
to eat more fruit and vegetables as these help us grow.

Great Tip: Choose water for a drink! Drink

plenty of water when the weather is warm.

ENGLISH PRIMARY DEPARTMENT (2022) 74

 Writing Frame

Title/Subject

General Introduction
Introduce the
subject.

Who? What?
When? Where?

Paragraph 1 Write about

different aspects in
each paragraph.

 Information
 Interesting facts
Paragraph 2
 Technical
vocabulary
 Descriptions

Paragraph 3 If needed include

pictures or
diagrams.

Summarise.
Recap key facts.
Conclusion
Ask a question.
Give an opinion

ENGLISH PRIMARY DEPARTMENT (2022) 75

ENGLISH PRIMARY DEPARTMENT (2022) 76
 Writing Frame – Non-Chronological Report
Title

General Introduction (What will the report be about?)

Subheading Picture

Paragraph 1

Subheading
Facts
Paragraph 2
• __________

• __________

• __________

Subheading

Paragraph 3

Conclusion Glossary

ENGLISH PRIMARY DEPARTMENT (2022) 77

Suggested titles:

Think of ONE television programme you have Thematic Areas:

watched lately and that you really liked. Write about
it so that other children your age can decide Year 4: Hobbies and
whether they would like to watch it next time. Leisure/Entertainment/
You can use the following to help Communication and
you: name of programme, what it was Technology
about, if it was exciting, scary,
interesting, funny, what you liked Year 5: Media
best about it and why, why other
people should watch it next time…

Which country would you like to visit? Write a Thematic Areas:

report about it and share it with your classmates.
The below keywords can help you: Year 4: Town and Country/Travel
population, landscape, currency,
capital city, major cities, popular Year 5: Places
landmarks, customs and traditions,
typical food

Here is a picture of a newly Thematic Areas:

discovered fish called a
Helifish. Write an information Year 4: Environment
report for a website which
explains the following: Year 5: The Natural World and
how the Helifish was discovered, what the creature Wildlife
looks like, where it is found, what it eats, how it
moves and whether it is dangerous to humans.

ENGLISH PRIMARY DEPARTMENT (2022) 78

 Writing an advert
What are adverts?
The writing of an advert features across Level 5 in Year 3 and Year 4. Word length varies
per year, 20-30 words in Year 3 and 30-40 words in Year 4. Adverts can be of a descriptive
or informative nature or used to persuade someone to buy a product or a service. Adverts
use short, catchy sentences to make people want to buy something. Persuasive language
and exaggerated adjectives are used as well as literary devices such as alliteration, rhyme
and word play. Adverts can focus on a sense such as taste and use humour to make you
like the product or service . Adverts may include a rhetorical question, a catchy slogan
and carefully chosen positive words to appeal to the reader. Adverts can include positive
comments made by customers or popular persons.

Reference to LOs
When writing adverts, learners should be working to achieve the following Learning
Outcomes:
Year 3 Year 4
W5.2 I can, at an elementary level, use
appropriate format and features of
W5.9 I can write a paragraph
presentation to convey the purpose of
appropriately for an audience
a text.
and with a purpose.
W5.4 I can, with support, edit and revise my
written work.

W5.6 I can use words to achieve effects in

W5.12 I can make a text more my writing.
interesting or more relevant to
me by changing the vocabulary. W5.8D I can participate in writing for a range
of purposes and write in some genres.

W5.11 I can add detail and interest to basic

sentence structures in a variety of
ways.

ENGLISH PRIMARY DEPARTMENT (2022) 79

 W5.14 I can use resources to help me
W5.15 I can organise my ideas into a clear,
plan my written work and
cohesive and coherent paragraph.
present it accurately.

Success criteria for teachers

The following success criteria, which are in line with the Marking Criteria for Writing on
p. 26 (LOF Year 3) and p. 24 (LOF Year 4), can be used by teachers when assessing an
advert:

Success Criteria Marking Criteria

Learners addressed the title (e.g. described, informed Content and Relevance
or persuaded).
Learners included the name of the
Content and Relevance.
product/service/place in their title.
Learners skipped a line between the title and the
Organisation and Structure
paragraph.
Learners described the benefits of the
Content and Relevance
product/service/place.
Learners included a catchy slogan to make the
Language Use
product/service/place sound interesting and exciting.
Learners used adjectives and adverbs to make the
Vocabulary
advert more interesting.
Learners used the imperative mood. Language Use
Learners used positive language, exaggeration and
rhetorical questions to appeal to the senses and make Language Use
the product/service/place sound appealing.
Learners used good spelling and punctuation. Spelling and Punctuation

ENGLISH PRIMARY DEPARTMENT (2022) 80

Success criteria for learners

The following success criteria can be used by learners to self-assess their work.

Writing an advert

My advert has a title.

My advert has a catchy slogan.

My advert has a great opening sentence which grabs the reader’s

attention.

My closing sentence includes a strong recommendation and a

reason to convince the reader.

I used bossy verbs, convincing words and effective adjectives in

the superlative.

I included rhetorical questions.

My advert includes all the important information about the

service, place or product.

My sentences begin with capital letters.

My sentences end with the correct punctuation marks.

I checked for spelling errors.

My advert is neat and legible.

ENGLISH PRIMARY DEPARTMENT (2022) 81

Writing Model 1: Advert to persuade

You have a skateboard which you do not use anymore. You decide to sell it online. Write
an online advert to persuade other skateboarders or parents to buy it.
Thematic Areas: Year 3 – Sports and Free Time
Year 4 - Shopping and Services

Skate-o-Matic Red Skateboard in excellent condition, hardly used. €25

Mosta, Malta

Contact Kerry

 79356890/27489076

 Email

Description:

Skate-o-Matic red skateboard in excellent condition, hardly used.

Features:

• It has 4 different speeds!

• An amazing anti-slip foot board!
• 4 remarkable rumble wheels!
• Comes with a lifetime guarantee!
• Bargain price of €25

Collection only!

Ad ID: 1360963027

ENGLISH PRIMARY DEPARTMENT (2022) 82

Writing Model 2: Advert to describe

An estate agent needs to write a description of the Twits’ house to sell it to a new buyer.
Help him write an advert by describing the house and its surrounding garden.

Thematic Areas: Year 3 - The Home/Places and Directions

Year 4 - Town and Country/Shopping and Services

House for Sale

This unique house is situated in a quite location yet within minutes of the town centre. It
boasts beautiful country views. It has a lovely garden, perfect for nature lovers and ideal
for a large family who owns a pet. The garden comes complete with a good-sized shed. It
is being sold fully furnished. The reduced price makes this property a real bargain. Will
sell fast!

Bargain Price: €75,000 €65,000

Call Now: 79933201

ENGLISH PRIMARY DEPARTMENT (2022) 83

Writing Model 3: Advert to describe

An ice cream shop is asking children to come up with their very own ice cream flavours.
You have come up with a special ice cream. Write an advert of the ice cream so the shop
might start selling it.

Thematic Areas: Year 3 - Food and Drink

Year 4 - Shopping and Services

FRUITY FIZZ POP

ENGLISH PRIMARY DEPARTMENT (2022) 84

 Writing Frame – Advertisement
Name of product/service/place:
________________________________________________________________________________

Description of product/service/place:
Use humour, alliteration, rhyme, exaggeration, and/or play with words.
Appeal to the target audience’s senses. Write a slogan.
Include a rhetorical question. Choose positive adjectives.
Start sentences with the imperative. Use adverbs.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Picture:
(e.g. picture of product, picture of services received, map indicating location of the
shop… )

ENGLISH PRIMARY DEPARTMENT (2022) 85

Suggested titles:

Write and perform a 30 second radio advert to try Thematic Areas:

to encourage children to visit the National Public
Library in Floriana. Some information you can Year 3: Places and directions
include in your advert:
- name of library Year 4: Hobbies and Leisure/
- location Shopping and Services
- opening days and times
- what you can find

Imagine you live in a castle and you need to recruit Thematic Areas:
some people to work for you. Write a job advert for
one of the following positions: Year 3: Work
- cook
- gardener Year 4: Shopping and Services
- maid
- carpenter

You have a set of tennis rackets that you don’t use Thematic Areas:
anymore. Write an online advert to sell these
rackets. Include details about: Year 3: Sports and Free Time
- their colour
- who can use them (beginner, juniors or more Year 4: Hobbies and Leisure/
advanced players) Shopping and Services
- how long you’ve had them
- their condition
- your contact number or email

ENGLISH PRIMARY DEPARTMENT (2022) 86

 Writing a recount
What is a recount?

This genre features only in Year 3 and should be around 50 – 70 words long. A recount is
a writing that retells or recounts an event or an experience in the past. Its purpose is
either to inform or to entertain the audience. Events need to be written in chronological
order and therefore the use of time conjunctions such as ‘first’, ‘next’, ‘then’ and ‘later’ is
necessary.

Reference to LOs

When writing narrative recounts, learners are mainly working to achieve the following
Learning Outcomes:
Year 3
W5.9 I can write a paragraph appropriately for an audience and with a purpose.
W5.12 I can make a text more interesting or more relevant to me by changing the
vocabulary.
W5.14 I can use resources to help me plan my written work and present it
accurately.

Success criteria for teachers

The following success criteria, which are in line with the Marking Criteria for Writing on
p. 26 (LOF Year 3), can be used by teachers when assessing a recount:

Success Criteria Marking Criteria

Learners included details to add interest to the reader. Content and Relevance
Learners included When? Who? What? Where? in the
Organisation and Structure
opening paragraph.
Learners wrote events in chronological order. Organisation and Structure
Learners used powerful verbs. Vocabulary
Learners used time connecting words. Language Use
Learners wrote in the past tense. Language Use
Learners used good spelling and punctuation. Spelling and Punctuation

ENGLISH PRIMARY DEPARTMENT (2022) 87

Success criteria for learners

The following success criteria can be used by learners to self-assess their work.

Writing a recount

My opening paragraph includes When? Who? What?

Where?

The events are in order.

I included details to add interest.

I used powerful verbs.

I used connecting words (e.g. First, Next, Then, After… ).

I used the 5 senses to add adjectives and strong

descriptions.

My sentences are in the past tense.

My sentences begin with capital letters.

My sentences end with the correct punctuation marks.

I checked for spelling errors.

My recount is neat and legible.

ENGLISH PRIMARY DEPARTMENT (2022) 88

Writing Model 1:

You witnessed a road accident while in the car with your family. Write a recount of the
incident for the classroom newspaper.

Thematic Area: Year 3 - Transport

ENGLISH PRIMARY DEPARTMENT (2022) 89

 Writing Frame – Recount

Title:

Introduction: This paragraph needs to sum up what happened, where,

when and who was involved.

____________________________________________________
_
What happened first:
____________________________________________________
____________________________________________________

____________________________________________________

What happened next:

____________________________________________________

____________________________________________________

Writing
What happened after: Frame – Recount
____________________________________________________

____________________________________________________

What is the present situation?

____________________________________________________

____________________________________________________

ENGLISH PRIMARY DEPARTMENT (2022) 90

Title:______________________________________________________
____________
First, ____________________________________

________________________________________

________________________________________

________________________________________

Then, ____________________________________

________________________________________

________________________________________

________________________________________

Next, ____________________________________

________________________________________

________________________________________

________________________________________

Last, ____________________________________

________________________________________

________________________________________

________________________________________

ENGLISH PRIMARY DEPARTMENT (2022) 91

ENGLISH PRIMARY DEPARTMENT (2022) 92
Suggested titles:

One wintry night a severe storm caused a lot of damage Thematic Area:
to your parents’ house. Describe what happened exactly
and what damage was done. How did your family solve Year 3: The Home
the situation?

You have witnessed a car accident. The police have asked Thematic Area:
you to give them the details of what happened. Write a
description of the accident. You can use some of the Year 3: Health/Transport
following words in your writing:
boy, park, chasing a ball, loud screeching noise, driver,
shocked, hurt, ambulance, broken leg

At school you have celebrated Healthy School Week. Thematic Area:

Write a magazine article reporting on the events that
took place at your school during this week. Year 3: Health/School Life
Some of the activities and events that took place were:
- Keep Fit sessions for parents
- Fun Run
- Brain Gym for pupils
- morning exercise for pupils
- healthy eating snacks
- guest speakers: dentist/doctor

ENGLISH PRIMARY DEPARTMENT (2022) 93

 Writing directions
What are directions?

This genre features across Level 5 in both Year 3 and Year 4 and in Level 6 in Year 5. When
writing directions, it is important that learners show that they can inform or instruct by
using the imperative mood and follow the correct sequence. Each sentence should be brief,
specific and include one direction. Directions can be numbered or in point form as in the
writing frames provided or written in the form of a paragraph in letters, emails or
messages as in the following example:

You want to invite your friend Sarah for a play date at your house next Saturday. She
has never been to your house. Write a message to invite her and to give her directions
to your house.

Word length varies per year and genre.

Reference to LOs

When writing directions, learners are mainly working to achieve the following Learning
Outcomes:
Year 3
W5.9 I can write a paragraph appropriately for an audience and with a purpose.
W5.14 I can use resources to help me plan my written work and present it
accurately.
W5.16 I can write instructions to explain the steps of a process.
Year 4
W5.2 I can, at an elementary level, use appropriate format and features of
presentation to convey the purpose of a text.
W5.4 I can, with support, edit and revise my written work.
W5.6 I can use words to achieve effects in my writing.
W5.8C I can participate in writing for a range of purposes and write in some
genres.

ENGLISH PRIMARY DEPARTMENT (2022) 94

W5.11 I can add detail and interest to basic sentence structures in a variety of
ways.
Year 5
WR6.2 I can use appropriate format and features of presentation to convey the
purpose of a text.
WR6.4 I can use resources to help me plan my written work and present it
accurately.
WR6.5 I can revise and edit work with minimal support.
WR6.9 I can participate in writing for a wide range of genre, audience and
purposes (GAP).

Success Criteria for teachers

The following success criteria, which are in line with the Marking Criteria for Writing on
p. 26 (LOF Year 3), p. 24 (LOF Year 4) and p. 34 (LOF Year 5), can be used by teachers
when assessing the writing of directions:

Success Criteria Marking Criteria

Learners wrote short, clear directions. Content and Relevance
Learners wrote bulleted or numbered directions
(unless they were included in a letter, email or Organisation and Structure
message).
Learners wrote directions that follow a logical
Organisation and Structure
sequence.
Learners used appropriate vocabulary including
adverbs (e.g. carefully, slowly…) and connectives Vocabulary
(e.g. first, then…).
Learners used verbs in the imperative mood (e.g.
Language Use
go, turn, etc…).
Learners used good spelling and punctuation. Spelling and Punctuation

ENGLISH PRIMARY DEPARTMENT (2022) 95

Success criteria for learners

The following success criteria can be used by learners to self-assess their work.

Writing directions

My directions are easy to follow.

My directions follow a logical sequence.

I used connecting words (e.g. first…).

I used bullets or numbers.

I used drawings or diagrams.

I used verbs in the imperative mood.

My directions begin with a capital letter.

My directions end with the correct punctuation marks.

I have checked for spelling errors.

My directions are neat and legible.

ENGLISH PRIMARY DEPARTMENT (2022) 96

Writing Model 1:

You are at Funland Fun Park and you have the following map. You are waiting in line at the
Roller Coaster Ride (3). Your friend Kurt, just arrived, and he is at The Gate (1). Write a
message to your friend to give him/her directions to reach you.

Thematic Areas: Year 3 – Sports and Free Time/Places and Directions

Year 4 – Entertainment
Year 5 - Places

Hi! I’m at the Entrance. Where are you?

Hey! I was wondering if you were coming! Turn

left onto Main Avenue. Then, walk past the
Water Slide and the Petting Farm on your right.
Keep going straight along Fun Street and you’ll
see The Roller Coaster on your left. I am waiting
in line. Hurry!

ENGLISH PRIMARY DEPARTMENT (2022) 97

Writing Model 2:

A tourist stops you in the street. He needs to go to the bus station and asks you for
directions. Write down the directions for him.

Thematic Areas: Year 3 - Places and Directions

Year 4 - Town and Country
Year 5 - Places

1. Walk straight on along Bond Street and past Green Street.

2. Then, turn right into King’s Road.
3. Keep walking straight on.
4. The bus station is on the left-hand side and past the bookshop.

ENGLISH PRIMARY DEPARTMENT (2022) 98

 Writing Frame 1

1) …….........................................................................................

2) …….……………………………………………………………………………………..

3) ……..……………………………………………………………………………………..

4) ……………………………………..……………………………………………………..

Map

Writing Frame 2

• _______________________________
• _______________________________
• _____________________ Diagram

• _____________________

ENGLISH PRIMARY DEPARTMENT (2022) 99

Suggested titles:

You are at the bookstore. You suddenly remember that you Thematic Areas:
have run out of food for your hamster. The sales assistant
at the bookstore explains to you where the nearest pet shop Year 3: Places and
is. Write down these directions so you do not forget them. Directions/
Family and Friends

Year 4: Relationships

Year 5: Places

Your class is going to the Museum. Your friend John is going Thematic Areas:
to come late to school because he has a hospital
appointment. Write down the directions from the hospital Year 3: Hobbies and Leisure/
to the Museum so he will join you at the outing . Celebrations

Year 4: Food and Drink

Year 5: Places

You are abroad and would like to visit the zoo. Ask a passer- Thematic Areas:
by for directions. Write down the directions so you do not
forget them. Year 3: Hobbies and Leisure

Year 4: Sports and Free Time

Year 5: Places

ENGLISH PRIMARY DEPARTMENT (2022) 100

 Designing a poster
What is a poster?
The designing of a poster features in Level 6 in Year 5. A poster includes pictures and
text. A poster can serve many functions such as to inform, to explain, to describe and to
persuade.

Reference to LOs
When designing a poster, learners should be working to achieve the following Learning
Outcomes:

Year 5
WR6.2 I can use appropriate format and features of presentation to convey the
purpose of a text.
WR 6.5 I can revise and edit work with minimal support.
WR6.4 I can use resources to help me plan my written work and present it
accurately.
WR6.5 I can revise and edit work with minimal support.
WR 6.7 I can use words to achieve effects in my writing and use a range of
vocabulary and expressions that set specific moods and depict scenes.
WR6.9 I can participate in writing for a wide range of genre, audience and
purposes (GAP).

Success criteria for teachers

The following success criteria, which are in line with the Marking Criteria for Writing on
p. 34 (LOF Year 5), can be used by teachers when assessing a poster:

Success Criteria Marking Criteria

Learners addressed the title (e.g. described, persuaded,
Content and Relevance
explained or informed).
Learners included a suitable, attention-grabbing
Content and Relevance
heading.

ENGLISH PRIMARY DEPARTMENT (2022) 101

Learners included the name of the
Content and Relevance
product/service/place.
Learners described the benefits of the
Content and Relevance
product/service/place.
Learners used suitable colours and noticeable pictures. Organisation and Structure
Learners included a catchy slogan to make the
Language Use
product/service/place sound interesting and exciting.
Learners used short to-the-point phrases and
Language Use
sentences.
Learners used adjectives and adverbs to make the
Vocabulary
product/service/place appealing.
Learners used the imperative mood. Language Use
Learners used positive language, exaggeration and
rhetorical questions to appeal to the senses and make Language Use
the product/service/place sound appealing.
Learners used good spelling and punctuation. Spelling and Punctuation

ENGLISH PRIMARY DEPARTMENT (2022) 102

Success criteria for learners

The following success criteria can be used by learners to self-assess their work.

Designing a poster

My poster is eye-catching.

I designed my poster carefully.

My poster has relevant and catchy pictures and/or drawings.

My poster has suitable colours.

My poster has a short, relevant title.

My poster has short, to-the-point phrases and sentences.

My poster has bullets and numberings.

My poster has a catchy slogan.

I used bossy verbs.

My sentences begin with capital letters.

My sentences and phrases end with the correct punctuation marks.

I checked for spelling errors.

My poster is neat and legible.

ENGLISH PRIMARY DEPARTMENT (2022) 103

Writing Model

Your family has opened a new candy shop in your village. Design and produce a poster to
persuade customers to visit your new shop.
Thematic Areas: Year 5 – Shopping/Food and Drink/Places

The place where you reward

your sweet tooth. 😊

This family-run business,

offers a range of locally produced candy,
using some of Malta’s finest ingredients.

Featuring the Junior Song for Europe winner,

Kimmy’s favourite ice-cream!

The best
candy shop on
the island!

Visit the shop during the month of May to receive

a free tote bag signed by Kimmy, herself!

Trafalgar Square, Sliema, Malta, +35623789087,

www.candylicioushop.com
Visit the shop at
Monday-Sunday 9:00-19:00

ENGLISH PRIMARY DEPARTMENT (2022) 104

 Writing Frame - Poster

Choose a
catchy heading
and colour it in
bright colours.

Write three important facts

to persuade/inform/
encourage/ describe …

Share more
useful
information.

Think of a
good
picture to
make your
poster
attractive. Think of a
rhyme/slogan
or catchy
phrase to
end your
poster.

ENGLISH PRIMARY DEPARTMENT (2022) 105

Suggested titles:

Your school is organising Healthy Lifestyle Week. Thematic Areas:

Design a poster to inform pupils and parents about
this event. Year 5: Health and Fitness/
Sports and Arts

At school you are learning about the history of TV. Thematic Area:
Create a poster to inform your classmates about
this invention. Year 5: Media

The 19th of July, 2019, marks the 50th anniversary Thematic Area:
since man’s first walk on the moon. Design a poster
to celebrate this anniversary. Share it with your Year 5: Space Travel
classmates.

ENGLISH PRIMARY DEPARTMENT (2022) 106

 Writing an opinion article
What is an opinion article?
The writing of an opinion article is featured in Level 6 in Year 5. Learners should write
around 100-140 words. An opinion article should consist of an introduction, a main body
consisting of three paragraphs and a conclusion. In the introduction learners should
introduce the topic and express their point of view. In the body, learners should back up
their point of view with valid reasons and explanations, acknowledge reasons that go
against their opinion and counter back with more reasons to support their opinion. The
conclusion should strengthen the learners’ point of view.

Reference to LOs
When producing and designing a poster, learners should be working to achieve the
following Learning Outcomes:

Year 5
WR6.2 I can use appropriate format and features of presentation to convey the
purpose of a text.
WR6.4 I can use resources to help me plan my written work and present it
accurately.
WR 6.5 I can revise and edit work with minimal support.
WR6.9 I can participate in writing for a wide range of genre, audience and
purposes (GAP).
WR6.16 I can organise my ideas into clear, cohesive and coherent paragraphs
sustained over an extended piece of writing.

ENGLISH PRIMARY DEPARTMENT (2022) 107

Success criteria for teachers

The following success criteria, which are in line with the Marking Criteria for Writing on
p. 34 (LOF Year 5), can be used by teachers when assessing an opinion article:

Success Criteria Marking Criteria

Learners gave a general overview of the topic and
Content and Relevance
stated their opinion in the introduction.
Learners supported their opinion with at least three Content and Relevance
valid reasons in the first body paragraph. Vocabulary
Learners provided at least three reasons which go Content and Relevance
against their opinion in the second body paragraph. Vocabulary
Learners provided further reasons to support their point Content and Relevance
of view in the third body paragraph. Vocabulary
Learners gave a general overview of the topic and one
Content and Relevance
last strong reason supporting their point of view in the
Vocabulary
conclusion.
Learners used the first person and the present tense. Language Use
Learners used suitable sentence starters to introduce, Language Use
develop, admit counter arguments and conclude. Vocabulary
Learners indented every paragraph and skipped a line
Organisation and Structure
between each paragraph.
Learners used good spelling and punctuation. Spelling and Punctuation

ENGLISH PRIMARY DEPARTMENT (2022) 108

Success criteria for learners

The following success criteria can be used by learners to self-assess their work.

Writing an opinion article

My opinion article starts with an introduction which is focused on the topic.

My opinion is written in the introduction.

My first body paragraph has (at least) three reasons that support my opinion.

My second body paragraph has (at least) three reasons that go against my
opinion.
My third body paragraph has more reasons that support my opinion.

My conclusion summarises the topic.

My conclusion includes a strong reason that supports my opinion.

My opinion article has sentence starters that develop and support my opinion.

I used the present tense.

I used the first person ‘I’.

My sentences begin with capital letters.

My sentences end with the correct punctuation marks.

I checked for spelling errors.

I skipped a line between each paragraph.

I indented every paragraph.

My opinion article is neat and legible.

ENGLISH PRIMARY DEPARTMENT (2022) 109

Writing Model

In your opinion, is homework necessary for pupils? Write an opinion article to share with
your classmates. Support your opinion with valid reasons.
Thematic Area: Year 5 – School and Education

Many hold different opinions regarding homework. Not everyone sees

homework as helpful. On the other hand, I think that homework is very important and
necessary for my development.

Firstly, when I am doing my homework, I am revising at my own pace what I

learned at school. Therefore, homework allows me to review what I covered. Another
reason why I believe homework is important is that it helps me develop good study habits.
Without doubt, homework, helps me to become more responsible because I have to work
out tasks and meet deadlines. This will prepare me for when I grow older and start
working.

On the other hand, many argue that pupils spend a lot of time, seated at
school. They believe that when they go home, pupils should rest and spend their free time
exercising and pursuing their interests. Furthermore, some argue that homework is very
time-consuming. Although it is true, that homework is a form of revision, sometimes it is
merely a repetition of the same or similar exercises done in class. Thus, homework can
become a boring task.

Nonetheless, I still believe that homework is a must. Homework allows my

parents to know what was covered in class. My parents can go through my work and
support me where necessary. In addition to that, homework extends my knowledge and
sparks my enthusiasm for learning. For example, sometimes the teacher asks us to carry
out research on a topic at home and to share the findings with the rest of the class.

For these reasons, I believe that homework is necessary. Whenever I

complete my homework I feel a sense of achievement. I like homework!

ENGLISH PRIMARY DEPARTMENT (2022) 110

 Writing Frame – Opinion Article
Introduction

I think ______________is_________________. I have several State your point of

reasons to support my point of view. view in the
introduction.

Firstly, ____________________________________________ Body 1

____________________________________________________________ Give several reasons
_______ I strongly believe ______________________________________ to support your
point of view.
________________________________________________________________________
______________The most compelling reason is _________________________________
________________________________________________________________________

Although it is true that _______________________________ Body 2

____________________________________________________________ Give a few reasons
____________________________Unfortunately, it may be the case that which support the
____________________________________________________________ opposite point of
view.
Admittedly,______________________________________________________________
________________________________________________________________________

Nevertheless, _______________________________________ Body 3

_____________________________________________________________
State a few more
Despite ______________________________________________________ reasons that
______________________________ In fact, ________________________ support your point
____________________________________________________________ of view.
________________________________________________________________________

Conclusion
Overall, I think _________________________ is ___________
Strengthen your
_____________________________________________________________ point of view by
_____________________________________________________________ giving a final reason.

ENGLISH PRIMARY DEPARTMENT (2022) 111

Suggested titles:

In your opinion, which is the most useful means of Thematic Area:

transport? Write an opinion article for your school
blog. Give various reasons. Year 5: Transport

In your opinion, which is the most popular means of Thematic Area:

communication with older children, the tablet or the
mobile phone? Write an opinion article to share it with Year 5: Media
your classmates. Support your opinion using valid
reasons.

In your opinion, is online shopping better than Thematic Area:

shopping in shops? Write an opinion article to express
your point of view. Include several reasons to support Year 5: Shopping
your point of view.

ENGLISH PRIMARY DEPARTMENT (2022) 112

 Graphic Organisers

ENGLISH PRIMARY DEPARTMENT (2022) 113

 Opinion Article

Title:

What is your opinion?

For: Against:

1 ______________________________ 1______________________________

_______________________________ _______________________________

2 ______________________________ 2______________________________

_______________________________ _______________________________

3______________________________ 3______________________________

_______________________________ _______________________________

4 ______________________________ 4______________________________

_______________________________ _______________________________

5 ______________________________ 5 _____________________________

______________________________ _______________________________

6 ______________________________ 6 ______________________________

_______________________________ ________________________________

Conclusion:

ENGLISH PRIMARY DEPARTMENT (2022) 114

 Story Writing

Character/s

Setting

Problem

Events

Solution

ENGLISH PRIMARY DEPARTMENT (2022) 115

 WH questions

What?

Where?

When?

Why?

Who?

How?

ENGLISH PRIMARY DEPARTMENT (2022) 116

 Story Writing

Beginning
Who is in the story? Where and when is it happening?

Middle
What happens to the characters? What is the problem?

Ending
What happened at the end? How do they solve the problem? What lesson do the characters learn?

ENGLISH PRIMARY DEPARTMENT (2022) 117

 Story Writing

CHARACTERS
SETTINGS
Who are they? What will they be like?
Which words will you use to
describe the setting and the
surroundings?

OPENING BUILD UP

How will you set some scenes and How will you change the atmosphere?
introduce the characters?

MAIN EVENT

What will happen? How will the characters feel?

ENDING

How will the story end? How will everyone feel?

ENGLISH PRIMARY DEPARTMENT (2022) 118

 Story Writing

ENGLISH PRIMARY DEPARTMENT (2022) 119

 5 Senses

ENGLISH PRIMARY DEPARTMENT (2022) 120

 Story Writing

ENGLISH PRIMARY DEPARTMENT (2022) 121

 Sequence Writing

Event 1 Event 2
First First

Next Next

Then Then

Last Last

ENGLISH PRIMARY DEPARTMENT (2022) 122

 Creating a Character

Appearance – What does he look like?

Character – Who is the character?

Personality – What are the character’s

Actions – What does the character do?
thoughts and feelings?

Problem – What is the character’s problem?

ENGLISH PRIMARY DEPARTMENT (2022) 123

 Creating the Setting

Setting

Sounds

Weather

Time of the Day

Smells
Sights

Adjectives and Similes

(Adjectives and similes build up atmosphere
and allow the reader to visualise better.)

ENGLISH PRIMARY DEPARTMENT (2022) 124

Concept Map

ENGLISH PRIMARY DEPARTMENT (2022) 125

ENGLISH PRIMARY DEPARTMENT (2022) 126
 Paragraph Writing

ENGLISH PRIMARY DEPARTMENT (2022) 127

 Advert Writing

ENGLISH PRIMARY DEPARTMENT (2022) 128

 Advert Writing

ENGLISH PRIMARY DEPARTMENT (2022) 129

 Word Mats

ENGLISH PRIMARY DEPARTMENT (2022) 130

ENGLISH PRIMARY DEPARTMENT (2022) 131
ENGLISH PRIMARY DEPARTMENT (2022) 132
ENGLISH PRIMARY DEPARTMENT (2022) 133
ENGLISH PRIMARY DEPARTMENT (2022) 134
ENGLISH PRIMARY DEPARTMENT (2022) 135
ENGLISH PRIMARY DEPARTMENT (2022) 136
ENGLISH PRIMARY DEPARTMENT (2022) 137
ENGLISH PRIMARY DEPARTMENT (2022) 138
ENGLISH PRIMARY DEPARTMENT (2022) 139
ENGLISH PRIMARY DEPARTMENT (2022) 140
ENGLISH PRIMARY DEPARTMENT (2022) 141
ENGLISH PRIMARY DEPARTMENT (2022) 142
ENGLISH PRIMARY DEPARTMENT (2022) 143
ENGLISH PRIMARY DEPARTMENT (2022) 144
ENGLISH PRIMARY DEPARTMENT (2022) 145
ENGLISH PRIMARY DEPARTMENT (2022) 146
 END OF DOCUMENT

ENGLISH PRIMARY DEPARTMENT (2022) 147