Exploring Information Leaflets

Overview

This 60-minute session is Lesson 2 of 4 in the unit "Exploring Battle Abbey,” designed specifically for Year 3 students aged 7–8 years. The lesson aligns closely with the National Curriculum for England (English – Years 3 and 4), supporting children to understand and analyse the structure and language features of information leaflets about tourist attractions.

National Curriculum Links

English - Key Stage 2 (Years 3 and 4)

Writing - Composition:
- Plan writing by discussing writing similar to that which they are planning to write, learning from its structure, vocabulary and grammar (National Curriculum, 2013).
Reading - Comprehension:
- Retrieve and record information from non-fiction texts
- Identify how language, structure and presentation contribute to meaning
Spoken Language:
- Articulate and justify answers, arguments and opinions
Vocabulary, Grammar and Punctuation:
- Use headings and sub-headings to aid presentation

Learning Objectives

By the end of the lesson, pupils will:

Identify key features of information leaflets, including headings, images, bullet points and layout.
Describe how layout and language help make leaflets clear and attractive.
Retrieve important information from example leaflets.
Use visual clues and organisational features to understand texts about tourist attractions.

Resources

Printed examples of a range of tourist attraction leaflets (including fictional and real, related and unrelated to Battle Abbey) – large enough for group viewing
Whiteboard and markers
Large A3 paper and coloured markers for group work
Sticky notes (for annotations)
Projector or interactive whiteboard to display leaflet examples
Feature checklist handouts (including headings, images, bullet points, captions, introductory sentences)
Vocabulary word bank (key leaflet words such as 'attraction', 'visit', 'explore', 'enjoy')

Lesson Structure

1. Introduction (10 minutes)

Starter discussion: Ask, “Have you ever seen a leaflet about a place you wanted to visit? What did it look like?”
Show 2 contrasting examples of tourist leaflets on the whiteboard (one with clear structure, colourful images and bullet points, one plain text).
Discuss: “Which would you like to read? Why?”
Introduce today’s objective: to explore special features that make leaflets easy and fun to read.

2. Teacher Modelling & Guided Practice (15 minutes)

Display one leaflet example focused on Battle Abbey. Using the projector/interactive board, highlight:
- Headings and subheadings (how they group information)
- Use of images and captions (to show what to expect)
- Bullet points (to list activities or facts clearly)
- Introductory sentence or persuasive language (“Come and explore…”)
Annotate the leaflet with sticky notes or digital highlights.
Model thinking aloud to retrieve facts (e.g., “The leaflet says the Abbey was built in 1066. That’s an important fact!”).
Hand out feature checklists to students for reference.

3. Group Activity (20 minutes)

Split the class into 5 groups of 5. Give each group a different leaflet example (varied complexity).
Each group uses their checklist to identify and label leaflet features on their sheet. They annotate with sticky notes or mark on copies.
Encourage discussion within groups:
- Why do you think this picture is included?
- What is the purpose of bullet points?
- How does the heading tell you what the leaflet is about?
Circulate, supporting groups who need extra help by prompting and explaining vocabulary.

4. Class Feedback & Reflection (10 minutes)

Groups report back 1-2 key features they found, sharing examples.
Chart the common features on the board for all to see.
Discuss: “How do these features help someone who wants to visit Battle Abbey?”
Recap the purpose of clear layout and language in information leaflets.

5. Independent Application/Challenge (5 minutes)

Quick individual task:
- On mini whiteboards or paper, write one sentence that could be used as a heading or an opening sentence for a Battle Abbey leaflet.
Volunteers share their sentences focusing on clear, inviting language.

Differentiation Strategies

Support for SEND/EAL learners:
- Use visual prompts and vocabulary word banks.
- Provide laminated leaflets with pre-highlighted features.
- One-to-one or small group adult support during group work.
For less confident learners:
- Focus on identifying images and headings first before other features.
- Use sentence starters for group discussions.
Extension for advanced learners:
- Challenge to write a short leaflet paragraph incorporating at least 3 features learned.
- Explore persuasive language and think about how to convince readers to visit Battle Abbey versus other places.

Assessment

Formative assessment through observation during group work and class discussions: pupils’ ability to identify leaflet features and explain their purpose.
Use checklists to record participation and understanding.
Review individual sentences for understanding of heading/opening sentence purpose and vocabulary usage.
Feedback to pupils given orally and through praise of clear, creative examples.

Creative Twist / Wow Factor

“Leaflet Detective” Role-Play: Turn the classroom into an investigative environment where pupils become detectives searching for leaflet ‘clues’: key words, images, layout tricks that help visitors learn effectively. Provide detective badges or magnifying glasses for added fun and engagement.
Use a large floor-sized mock-up map of Battle Abbey with QR-code style ‘stations’—each station corresponds to a leaflet feature (headings, images, bullet points). Pupils physically move to stations to learn and annotate real examples projected live or printed. This active movement supports kinaesthetic learners and keeps energy high.

This hands-on lesson ensures pupils develop a solid foundation in understanding how to present clear and engaging information, building vital literacy skills for writing and reading non-fiction texts. It effectively balances visual, auditory and kinaesthetic learning styles in adherence with the National Curriculum for Year 3.

Teaching Instructions