1. Identify the conventions of reports (school/community) and news/magazine articles.
2. Analyse style, tone, and register appropriate for different audiences (exam skill).
3. Apply conventions (content, structure, style) in writing a report or article.
4. Write in 150–200 words using clear organisation, variety of sentences, and
appropriate tone.
Lesson Flow
1. Starter (5 min)
● Display two short extracts (one from the charity school report, one from the
mountain goat news article).
● Quick class poll/discussion: “Which one sounds like it belongs in a school magazine?
Which one could appear in a newspaper? Why?”
● Link to audience + purpose → sets up the difference between reports vs. news
articles.
● Use the textbook extracts (the ones you shared) to teach:
○ Reports → factual, clear structure (introduction, body, conclusion), audience
can be internal (school magazine, principal, classmates).
○ News Articles → headline + byline, inverted pyramid (most important info
first), wider audience, factual but sometimes emotive.
○ Feature Articles → more discursive, analytical, “why” and “how” explored.
Feature Report News Report Feature Article
Audience Internal (school, Public/general Magazine readers
organisation) readers (public)
Style Factual, formal, Concise, factual, Semi-formal,
objective immediate analytical, engaging
Structure Intro, main points, Headline, lead, Heading,
conclusion details, background subheadings,
discursive
Language Neutral, clear, Succinct, sometimes Varied, rhetorical,
factual dramatic detailed
3. Guided Practice – Report Extract (15 min)
● Give students the fundraising day extract (page 1).
● Questions for them (mirrors IGCSE exam analysis tasks):
1. What is the subject and purpose of this report?
2. Who is the intended audience?
3. What conventions does it use (facts, detail, sequence)?
4. Is the tone appropriate? Why/why not?
● Share answers, emphasise exam criteria: Content, Structure, Style & Accuracy.
4. Develop the Skills – Longer Report Analysis (15 min)
● Students read the charity challenge report (page 2).
● Task: In pairs, highlight examples of:
○ Statistics/evidence (one in five, $2000 raised).
○ Expert comment (Mr Marquez quote).
○ Persuasive language (e.g., “Surely we can do more”).
● Class discussion: How do these strengthen the report? How would this score in
IGCSE writing (marks for detail & persuasive techniques)?
5. Writing Task (10 min)
Exam-style question:
Your school recently organised a fundraising event. Write a report for your school
magazine describing the event, explaining what happened, how successful it was, and
suggesting improvements for next time.
● Word limit: 150–200 words
● Remind them:
○ Clear headings/intro.
○ Factual detail (who, when, what, outcome).
○ Formal tone, but engaging.
○ Organised into clear paragraphs.
Excerpt 1: School Sports Day Report
Report Title: Annual Sports Day 2025 – A Resounding Success
The annual Sports Day took place on 14th February on the school field and was attended by
students, parents, and staff. The event began with a march past by all four houses, followed
by track and field events.
Highlights included the 100m finals, won by Arjun from Blue House, and the inter-house
relay, which brought the crowd to its feet. Parents also joined in fun races, adding to the
excitement.
In conclusion, the day was well organised, and the Headteacher praised both participants
and volunteers. Suggestions for next year include more shaded seating and refreshments.
Explanation:
● Audience: School community (students, parents, teachers).
● Structure: Clear introduction (when/where), main events in order, conclusion with
evaluation + suggestion.
● Style: Formal but positive, factual, engaging.
● Features: Dates, sequence, detail, evaluation.
Excerpt 2: Charity Fundraising Event Report
Report Title: Fundraising Fair Raises Over ₹2 Lakhs
On 12th July, the Student Council organised a fundraising fair to support a local orphanage.
Stalls selling food, books, and games were set up in the school quadrangle.
The response from parents and visitors was overwhelming, with over 800 attendees.
Notable attractions included the live music performance by the school band and the raffle
draw, which generated the most funds.
The event raised ₹2,10,000, surpassing expectations. Overall, it was an enjoyable and
meaningful day. For improvement, organisers suggested increasing seating areas and
arranging more water stations.
Explanation:
● Audience: Internal school magazine readers.
● Structure: Intro → Main attractions → Outcome → Evaluation.
● Style: Formal, informative, slightly persuasive.
● Features: Statistics (₹2,10,000, 800 attendees), factual details, balanced evaluation.
Excerpt 3: Environmental Awareness Campaign Report
Report Title: Clean and Green Campaign Inspires Change
The Environmental Club launched a “Clean and Green” campaign last Saturday. The day
started with a rally around the neighbourhood, with students carrying placards and
chanting slogans about reducing plastic use.
Later, a workshop was conducted in the school auditorium, where an invited NGO
representative spoke about waste segregation. Over 300 students attended, and many
pledged to adopt eco-friendly practices.
The campaign was highly successful in spreading awareness. Going forward, the club plans
to install recycling bins around the campus and organise a tree-planting drive next term.
Explanation:
● Audience: Students and staff.
● Structure: Chronological – Rally → Workshop → Impact → Future plan.
● Style: Objective, factual, with motivational tone.
● Features: Specific actions, attendance numbers, future outlook.
Excerpt 4: Inter-School Debate Competition Report
Report Title: Victory for Our School at Inter-School Debate
Our school debate team participated in the inter-school debate hosted by St. Mary’s School
on 6th August. Twelve schools competed on the topic: “Technology Brings Us Closer
Together.”
Our representatives, Aditi and Sameer, delivered well-structured arguments and
confidently rebutted opposing teams. Their eloquence and preparation impressed both
judges and audience alike.
At the end of a competitive event, our school secured first place, with Aditi also winning the
Best Speaker award. This achievement reflects the dedication of our English Department
and the hard work of the students.
Explanation:
● Audience: School readers (celebrating achievement).
● Structure: Intro (event + date) → Main event (performance) → Outcome (victory).
● Style: Positive, formal, celebratory.
● Features: Clear recognition of individuals, evaluative praise.
Excerpt 5: Safety Drill Report
Report Title: Emergency Evacuation Drill Successfully Conducted
On 22nd September, the school carried out its annual emergency evacuation drill to ensure
preparedness in case of fire. The alarm was sounded at 10:30 a.m., and students evacuated
classrooms within four minutes.
Teachers guided students to the assembly ground in an orderly manner. The Fire
Department officers supervised the drill and later gave feedback on crowd control. Overall,
the drill was executed smoothly, with minimal confusion.
In conclusion, the drill highlighted the school’s readiness. However, officials recommended
clearer markings for exit points and additional training for new staff members.
Explanation:
● Audience: Internal school report (for administration + students).
● Structure: Intro (purpose + date) → Procedure → Outcome → Suggestions.
● Style: Objective, factual, slightly formal.
● Features: Time details, authority involvement, evaluation + recommendation.
Key Patterns Across All 5 Excerpts
1. Title/Heading: Always present, summarises event clearly.
2. Introduction: Gives date, time, place, and purpose.
3. Body: Describes main events in order (chronological/logical).
4. Conclusion: Evaluates success, gives suggestions/improvements.
5. Style: Factual, formal/semi-formal, clear and precise.
6. Audience Awareness: Written for school magazine/administration/community.
Introduction
• Definition: Reports are written to inform a specific audience about events, often using
factual details, analysis, or personal perspectives.
• Purpose: To communicate clearly and convincingly to a targeted readership.
Explore the Skills
• Activity: Analyze a short extract about a school fundraising day.
• Questions to Answer:
1. Content:
• a) What is the subject or topic? (School fundraising day)
• b) Who is the likely audience? (Schoolmates, possibly parents)
• c) Why is the report split into two paragraphs? (To separate overview from
details)
• d) What sort of report is it? (Informative with personal perspective)
• e) Where might you read it? (School magazine/newsletter)
• f) Does the report sound convincing? (Yes, due to enthusiastic tone and
examples)
• Extract Analysis: The text describes a successful fundraising day, highlighting weather,
effort, and community support, with a personal anecdote about a friend’s contribution.
Build the Skills
• Focus: Understanding the audience to make reports realistic.
• Activity: 2. Task: Copy and complete a table based on the extract.
• Report: Report to classmates in school magazine about charity day
• Content: Gives clear information, but also covers…
• Structure: Could be in time sequence, but could also jump to topics like weather,
money raised, and number of people.
• Style: [To be filled by student]
• Guidance: Choose appropriate content, style, and structure based on the audience.
Develop the Skills
• Activity: Read a longer report on student charity contributions.
• Questions to Answer: 3. Content:
• a) What is the purpose of this report? How do you know? (To encourage action,
indicated by the call for more effort)
• b) What evidence (statistics, expert comment, etc.) supports this purpose?
(Research showing one in five students give to charity, head teacher’s comment)
1. Structure:
• a) How effectively does the report use paragraphs? (Well-structured, each
with a clear focus)
• b) Does it have a strong beginning and ending? Why/why not? (Yes, starts
with a challenge, ends with a meeting call)
2. Style:
• a) Is it clear who the report is for? (Yes, students and teachers)
• b) How formal or informal is it? (Informal with persuasive tone)
• c) Does it use detail to make events clear? (Yes, e.g., $2000 raised)
• d) Does it use a variety of sentences to engage listeners? (Yes, mix of short
and long sentences)
Apply the Skills
• Activity: 6. Task: Write a follow-up report (min 100 words) imagining the meeting took
place, including:
• Facts or statistics about attendance and outcome.
• Personal views on whether it was good or bad.
• Tip: Use separate paragraphs for clarity, a strong opening, and a concluding summary.
Topic 5: Conventions of News Reports and Magazine Articles (Section 3.5)
Introduction
• Definition: News reports and articles provide information, with news reports focusing on
specific incidents and feature articles offering analysis or deeper exploration, often with a
personal viewpoint.
• Key Differences: News reports are immediate; feature articles cover wider ground and
personal perspectives.
Explore the Skills
• Activity: Analyze headings to identify news reports vs. feature articles.
• Examples:
• “Temperatures dip to -30° for coldest night on record” (News)
• “Why are our winters getting colder?” (Feature)
• “Ice causes chaos on motorways” (News)
• “Snow go – 36 hours stuck on train” (News)
• “How to predict cold winters” (Feature)
• Task: Identify which headings belong to news reports and which to feature articles.
• Tip: Succinct vocabulary in headlines captures ideas immediately.
Build the Skills
• Activity: Analyze a news report (“Mountain Goat Kills Hiker”) with annotations.
• Structure: Clear structure with annotated sections (e.g., simple headline, main event,
how incident happened, ended, expert comment, current situation).
• Questions:
• a) News reports often have the “who, what, where and when” at the start. Is this
the case here? If so, note down each aspect. (Yes: Who - Alex Robinson, What - killed,
Where - Olympic National Park, When - Monday)
• b) Expert or witness comments in direct speech are often included to give weight
to a story. What do we find out from Barb Maynes? (Goat showed aggressive behavior)
• c) What does the final paragraph focus on? (Examination of the goat for diseases)
Develop the Skills
• Activity: Analyze a feature article (“First, Catch Your Feral Kitten, Then Call in the
Experts”).
• Questions: 4. Structure and Content:
• a) Is this about a news event that just happened? (No, it’s a broader issue)
• b) Compare the mountain goat news report with this one. How is the structure
different? (Feature includes personal narrative)
1. Style:
• a) What does the headline suggest this is a feature article rather than a
news report? (Broad topic vs. specific incident)
• b) What can you infer about the writer’s viewpoint based on language?
(Empathetic, humane approach)
• Annotations: Article title explains topic, opening sentence highlights problem,
descriptive details paint a picture, personal involvement, ends with a dilemma.
Apply the Skills
• Activity: 6. Task: Write a feature article about animals not normally seen as problematic
but which can cause issues or be dangerous.
• Use ideas from the goat and feral cat articles.
• Give a clear viewpoint on treating them as “wild” or “dangerous.”
• Focus example (e.g., goat attack) but don’t make it the whole focus.
• Suggested Start: “The recent death of a hiker, gored by a mountain goat, might make us
think that all animals, however ‘cuddly,’ are a real danger to humans and other wildlife…”
Vocabulary
• Feral: Wild, undomesticated
• RSPCA: Royal Society for the Prevention of Cruelty to Animals (UK)
• Big society: A political idea in the UK related to helping others
Report 1: Science Fair Success
The annual science fair at St. Mary’s School was a resounding success last Friday. Over 200
students participated, showcasing projects on renewable energy and robotics. The event
attracted 150 visitors, including parents and local scientists. Clear weather ensured a steady
turnout, with the best project—a solar-powered car—winning first prize. I assisted at the
judging panel and noted the enthusiasm of Year 10 students, who worked tirelessly.
However, the event ran overtime by an hour due to technical issues with some displays. The
school raised £300 for future STEM programs. This report is for the school board to
evaluate the fair’s impact and plan improvements. The convincing turnout and student
effort suggest it should become an annual event.
Analysis of Report 1: Science Fair Success
Content
• Subject/Topic: The report focuses on the annual science fair at St. Mary’s School,
detailing participation, projects, attendance, and outcomes like prizes and fundraising.
• Purpose: To inform and evaluate the event’s success while suggesting improvements,
targeting the school board for future planning.
• Audience: Primarily the school board, but it could extend to teachers or parents
interested in school events.
• Evidence/Support: Includes specific factual details such as “over 200 students
participated,” “150 visitors,” “solar-powered car winning first prize,” and “£300 raised.”
These make the report credible and convincing. A personal perspective is added (“I assisted
at the judging panel”), blending factual reporting with observation.
• Type of Report: Informative with evaluative elements, offering a balanced view of
successes (e.g., turnout) and issues (e.g., overtime due to technical problems).
• Convincing Tone: Yes, through enthusiastic language like “resounding success” and
quantifiable achievements, encouraging the event to continue.
Report 2: Sports Day Review
Our school’s Sports Day on September 25th was a triumph, despite initial rain delays. Held
at the main field, it featured races and team games, with 180 students competing. The 100m
sprint saw Year 10’s Aisha Khan take gold in a record 12.5 seconds. Parents and staff,
totaling 120 attendees, cheered enthusiastically. The event raised £150 for sports equipment
through a bake sale. However, the lack of shaded areas caused discomfort. This report
targets the PE department to highlight successes and suggest adding tents next time. The
positive feedback and fundraising success make it a worthwhile annual fixture.
Report 2: Sports Day Review
• Content:
• Subject/Topic: The school’s Sports Day, detailing races, a record-breaking win,
attendance, fundraising (£150), and a minor issue (lack of shade).
• Purpose: To inform the PE department of successes and suggest improvements
(e.g., adding tents).
• Audience: PE department, requiring a professional tone with practical feedback.
• Evidence/Support: Specifics (“180 students,” “Aisha Khan in 12.5 seconds,” “120
attendees”) and personal input (“I coordinated”) bolster the report.
• Type of Report: Informative with a problem-solving angle, fitting the lesson’s
structure for reports.
• Convincing Tone: Yes, with positive feedback (“triumph”) and a constructive
suggestion, making it persuasive.
• Structure:
• Paragraphing: Single block (130 words), but could split into successes (races,
fundraising) and issues (shade) for clarity.
• Beginning and Ending: Opens with a positive spin (“triumph, despite delays”);
ends with a forward-looking suggestion (“worthwhile annual fixture”).
• Flow: Chronological and logical, from weather impact to outcomes, with a
personal note for engagement.
• Style:
• Clarity and Audience Fit: Clear and practical, tailored to PE staff, with
student-friendly language.
• Formal/Informal Balance: Semi-formal, with informal enthusiasm (“fiercely
cheered”) balanced by factual reporting.
• Details and Engagement: Vivid details (e.g., “100m sprint record”) and varied
sentences (e.g., “However, the lack…” adds contrast) keep it engaging
Desert Adventures Await!
“Pack your bags, Grade 10—Rajasthan is calling!” Our school has planned an overnight trip
that promises sand, stars, and stories we’ll never forget. The adventure begins in Jaisalmer,
where we’ll ride across golden sand dunes, enjoy a desert campfire, and sleep under the
starry skies. Next stop—Jaipur, the colourful Pink City! From grand forts to bustling
markets, every corner will be bursting with history and culture.
Mrs. Sharma, our history teacher, shared her excitement: “This trip is a chance to live
history, not just study it.”
Trips like these are important because they take learning beyond the classroom, build
confidence, and bring students closer as a team. This journey promises not only fun but
also memories and lessons that will last a lifetime.
So get ready, because Rajasthan isn’t just a destination—it’s an adventure waiting to
happen!
Difference Between a Report and an Article
Feature Report Article
Purpose To present factual To inform, persuade, or
information, findings, or entertain a general
events in an objective and audience.
structured way.
Tone Formal, neutral, Can be formal or
impersonal. semi-formal; more personal
and engaging.
Audience Usually a teacher, principal, General readers—students,
committee, or organisation. magazine subscribers,
online audiences.
Structure Title → Introduction → Body Title → Engaging
(sub-headings) → Introduction → Thematic
Conclusion / Paragraphs → Memorable
Recommendations. Conclusion.
Language Factual, concise, passive Creative, lively, rhetorical
voice, third person. questions, anecdotes,
quotations.
Examples “Report on the Annual “Why Every Teen Should
Sports Day” or “Survey on Travel” or “Are Exams the
Teen Screen Time.” Real Test of Learning?”
2. How to Write a
Report
Thought Process
A report must sound professional, logical, and factual — you are documenting or
forecasting something real.
Use past tense for completed events and future tense for proposed ones.
Avoid emotional or exaggerated language.
Report Structure and Starters
1. Title
○ Short, clear, informative.
Example: “Report on the Upcoming Educational Trip to Rajasthan”
2. Introduction (Purpose and Context)
○ Starter: “This report outlines…” / “The purpose of this report is to present…”
○ State who the report is for, what it is about, and when it will happen.
○ Thought Process: What is this about? Who should know? Why is it
important?
3. Body Paragraphs (Findings / Plans / Details)
○ Subheadings like Activities Planned, Accommodation, Expected Benefits,
Teacher’s Remarks.
○ Starter ideas:
■ “According to the itinerary…”
■ “Students will have the opportunity to…”
■ “The teachers accompanying the trip include…”
○ Thought Process: What happened (or will happen)? Who was involved? What
were the key outcomes or benefits?
4. Conclusion / Recommendations
○ Starter: “In conclusion, it is expected that…” / “It is recommended that…”
○ Wrap up with insights or next steps.
○ Thought Process: What is the main takeaway or suggestion?
3. How to Write an
Article
Thought Process
An article is meant to capture interest, express opinions, and engage the reader.
It combines information with voice and style.
Ask: Why should the reader care? What can they learn or feel?
Article Structure and Starters
1. Title + Hook (Catchy Opening)
○ Example: “Learning Beyond the Walls”
○ Hook starters:
■ “Have you ever learned more on a school trip than in a classroom?”
■ “Some of the best lessons in life don’t come from books—they come
from experience.”
○ Thought Process: How can I grab attention immediately?
2. Introduction (Topic & Purpose)
○ Starter: “School trips have always been the highlight of student life…”
○ Introduce the main idea and give a hint of what you’ll discuss.
○ Thought Process: What is my stance or angle?
3. Body Paragraphs (Main Ideas)
○ Present ideas with examples, opinions, and a conversational tone.
○ Possible starters:
■ “Firstly, trips help students connect theory with reality…”
■ “Moreover, they build friendships and independence…”
■ “Imagine standing beneath the grand forts of Jaipur…”
○ Thought Process: What makes this topic interesting or valuable to readers?
4. Conclusion (Reflection or Hook Back)
○ Starter: “In the end…”, “So next time you get the chance…”, “After all,
learning isn’t confined to four walls.”
○ Leave the reader with a thought or call to action.
○ Thought Process: What do I want readers to feel or remember?
Quick Comparison Summary
Aspect Report Article
Tone Objective, factual Engaging, opinionated
Voice Third person First or third person
Style Structured, sub-headed Flowing, creative
Goal Inform or recommend Engage, persuade, or
inspire
Example Starter “This report outlines the “Have you ever wondered
findings of…” why…?”
When you see the question, quickly:
1. Underline the audience (who it’s for).
2. Identify the purpose (inform, persuade, advise, etc.).
3. Choose tone accordingly (formal for report, semi-formal/fun for article).
4. Plan 3–4 paragraphs with one clear idea each.
5. Vary sentence types — start with facts in reports, hooks and emotion in articles.
Report Question Example
Question Prompt:
Your school is planning to introduce a week-long “Learning Beyond Books” programme
involving trips, workshops, and outdoor projects. As a senior student, you have been asked
to write a report for the Principal explaining the possible activities, benefits, and challenges
of this plan.
Report Plan & Structure
1. Title
Report on the Proposed “Learning Beyond Books” Programme
2. Introduction (Purpose & Context)
Starter Sentence:
“This report outlines suggestions and considerations for the proposed
‘Learning Beyond Books’ programme aimed at enhancing experiential
learning among students.”
Thought Process:
State why the report is being written, who it is for, and what it will discuss.
3. Activities Planned
Starter Sentence:
“The programme could include local field visits, skill-building
workshops, and nature-based projects designed to connect theory with
practice.”
Thought Process:
Mention realistic, well-organised ideas — cultural visits, science fairs, or heritage walks.
4. Benefits
Starter Sentence:
“Such activities will encourage independent thinking, teamwork, and a
deeper understanding of academic concepts.”
Thought Process:
Highlight the educational and personal growth aspects. Keep it factual and positive.
5. Challenges & Recommendations
Starter Sentence:
“While the programme is beneficial, issues such as transport, safety, and
supervision must be carefully managed.”
Thought Process:
Address potential difficulties and suggest practical solutions.
6. Conclusion
Starter Sentence:
“In conclusion, the programme is highly recommended as it supports
holistic education and aligns with the school’s vision of active learning.”
Thought Process:
End with a summary and formal recommendation.
A-Level Article Question Example
Question Prompt:
Your school magazine is running a feature titled “The Power of Exploration.” Write an
article discussing why travelling and school trips are essential for young learners. Include
examples, opinions, and engaging language to attract readers.
Article Plan & Structure
1. Title
Learning on the Move: Why Every Trip Teaches You More Than a Textbook
2. Hook & Introduction
Starter Sentence:
“Some of the best lessons in life don’t happen in classrooms—they
happen on dusty roads, crowded bazaars, and starlit deserts.”
Thought Process:
Grab attention, use imagery or a rhetorical question.
State your opinion briefly — travel is essential for learning.
3. Main Idea 1 – Learning Through Experience
Starter Sentence:
“When we explore new places, we connect classroom knowledge with the
real world—history feels alive, and geography turns into reality.”
Thought Process:
Use examples (forts of Rajasthan, museums, science parks).
4. Main Idea 2 – Personal Growth
Starter Sentence:
“Travel also teaches lessons no textbook can—independence, teamwork,
and the confidence to step outside comfort zones.”
Thought Process:
Show emotional and social benefits, with a friendly tone.
5. Main Idea 3 – Lasting Memories & Perspective
Starter Sentence:
“Most of all, school trips create stories and friendships that last long after
the bus ride home.”
Thought Process:
Add a personal touch — a moment of nostalgia or excitement.
6. Conclusion & Hook Back
Starter Sentence:
“So, if life is the greatest classroom, then every journey is a lesson waiting
to be lived.”
Thought Process:
Finish with a memorable line — uplifting or reflective.
Exam Strategy (For Both Tasks)
Step What To Do Time (in 45 mins)
1. Plan (5–7 mins) Jot down structure and 3
key ideas.
2. Write (30–35 mins) Follow paragraph logic, stay
clear and focused.
3. Review (3–5 mins) Check tone, structure,
grammar, and audience.