Overview

This 45-minute lesson is designed for a class of two Year 5 students, focusing on writing detailed and clear instructions. The lesson aligns closely with The National Curriculum for England (English Programmes of Study: Writing - Year 5) and aims to develop students’ ability to write coherent, precise instructions, integrating appropriate technical vocabulary and organisational features.

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National Curriculum Links

Writing - Year 5

• Pupils should be taught to:
  • Plan their writing by noting and developing initial ideas, drawing on reading and research where necessary.
  • Use expanded noun phrases and precise vocabulary to add detail and clarity.
  • Organise writing into paragraphs around a theme.
  • Use devices to structure texts, e.g., headings, bullet points.
  • Use conjunctions, adverbs and prepositions to express time and cause (e.g., before, after, while, so, because).
  • Proofread for spelling and punctuation errors.
  • Write legibly and with consistent, neat handwriting.

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Learning Objectives

By the end of the lesson, students will:

• Understand why detailed and clear instructions are important.
• Identify the key features of instructional writing.
• Write their own set of instructions with basic detail.
• Recognise the importance of clarity by observing the teacher attempting to follow their initial instructions.
• Use linking words and add detail to improve the clarity and sequencing of their instructions.

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Resources

• Whiteboard and markers
• Paper and pencils for students
• Jam sandwich making materials (bread, jam, knife, plate, napkin)
• Printed checklist of instructional features (e.g., use of verbs, sequence words, detail)

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Lesson Structure

Starter (10 minutes) – Writing Initial Instructions

• Explain the lesson focus: writing clear, detailed instructions.
• Introduce the context: making a jam sandwich.
• Prompt discussion: “If I wanted to make a jam sandwich without any confusion, what do you think I need to know?”
• Students write their own instructions independently on how to make a jam sandwich, using bullets or numbered steps as they prefer.

Teaching notes:

• Encourage students to focus on clarity, but allow them to write at their current level initially—this sets a baseline.
• Model briefly by writing one example instruction on the board with simple language: “Take two slices of bread.”

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Main (20 minutes) – Teacher Follows Students’ Instructions Exactly

• Teacher picks up students' instruction sheets and follows them literally, step-by-step, in front of the students.
• Pause at each stage to comment on what works well and what causes confusion.
• Highlight problems caused by vague language or missing steps.
• Invite students to reflect on how this felt and ask insightful questions such as:
  • "Did I do exactly what you intended?"
  • "What parts did you think were unclear or missing?"
  • "How could you improve these instructions for someone who’s never made a sandwich before?"

Teaching notes:

• Be playful and exaggerated to engage students (e.g., pretend to struggle or look confused when instructions are vague).
• Take photographs or short video clips of this process if possible (permission allowing) for later reflection on instructional quality.

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Plenary (15 minutes) – Revising Instructions with Detail and Linking Words

• Students rewrite their instructions on a fresh sheet, integrating:
  • Clear sequencing words (first, next, then, finally).
  • Descriptive language (e.g., “soft white bread,” “spread the jam evenly”).
  • Additional details or clarifications to avoid confusion.
• Provide a checklist to self-assess their revisions (e.g., “Have I used ‘then’ or ‘next’?” “Is there enough info so someone new can follow this?”).
• Share and compare final instructions with the initial ones, discussing improvements.

Extension opportunity:

• If time permits, students could swap their improved instructions and test each other’s instructions practically or via peer review.

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Assessment

• Formative: Observation during the main activity and plenary discussions, focusing on understanding of clarity and sequencing.
• Summative: Review of the improved instruction sheets to ensure use of linking words, expanded detail, and logical structure.
• Use the National Curriculum Writing Assessment Criteria for Year 5 to evaluate pupils' ability to:
  • Organise ideas clearly
  • Use conjunctions and adverbs for effect
  • Write legibly and punctuate correctly

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Differentiation & Support

• Provide sentence starters or a word bank of linking words for pupils who need support.
• For the more confident student, challenge them to add a warning or tip section to their instructions.
• Scaffold writing using a graphic organiser, such as a flowchart for ordering steps.

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Reflection and Next Steps

• Encourage students to reflect: “Why is it important to write instructions clearly?”
• Set a home learning task: write instructions for a simple recipe, game, or craft, applying today’s learning.
• Follow up in future lessons by writing instructions for a more complex task (e.g., how to plant a seed), incorporating feedback from today’s lesson.

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Key Teaching Tips to Impress

• Use real-life “trial and error” with sandwich making to create an engaging, memorable teaching moment.
• Collect student voice during the lesson—record their reflections or challenges faced by the teacher when following instructions.
• Include deliberate mistakes or omissions in your own demonstration instructions and discuss them openly.
• Personalise the activity by allowing students to add their own twists or preferences to the sandwich, highlighting the need for precise communication.

This hands-on, reflective approach turns an everyday task into a powerful lesson about writing clarity and audience awareness — true to the Year 5 curriculum and designed to inspire deep learning with just two students.