1. A Forgotten Landscape
Persuasive Writing
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2. Objectives To be able to be persuasive in your writing
To identify the purpose of the writing and the audience
To use your own research in your writing
To be able to structure your writing, eg by using heading and bullet points.
National Curriculum Links
Pupils should be taught to:  plan their writing by:  identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own  noting and developing initial ideas, drawing on reading and research where necessary
Pupils should be taught to draft and write using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
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3. Local Landscape  - From heavy industry in the south to the mudflats in the north and the rolling countryside in-between we live in an area that can teach us so much, from industrialization to the importance of nature, from the history of Britain to the future of power generation.
The Forgotten Landscape Primary Schools Learning Pack is arranged into 5 themes, this fits into the local landscape theme. Explore the website for more resources on this theme or the other four themes.
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4. Investigate a local farmers work
You are going to interview a farmer about the local area or watch some video clips about a farmers work.
You will then complete a piece of persuasive writing encouraging other young people to explore their local area OR persuading them to buy local produce OR encouraging them to conserve their local area.
Richard Cornock is happy to host visits to his farm or maybe available to visit. His address is Alternatively you can use the video clips on his website to complete this activity.
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5. Richard Cornock- Diary Farmer
Richard Cornock is a diary farming who lives on New House Farm, Tythrington. After you have heard some information about him you will come up with some questions which will enable you to find out a bit more about the local area and diary farming and either put these questions to him or watch the videos to discover the answers.
Watch the video clips as part of planning this activity, before the students, to guide the students when creating the questions.
Video link - Life on a diary farm
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6. Objectives
New House Farm
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7. Dairy farming
I am a dairy farmer from Tytherington in South Gloucestershire, England. With the help of my brother Tom and my father Bill we manage 145 acres of beautiful English countryside as well as milking a herd of 80 British Friesian cows
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8. Dairy farming
The farm is run with great consideration taken to wildlife conservation, we have replanted a traditional orchard and re-seeded a hay meadow
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9. Dairy farming
This local area has been farmed for thousands of years. In the last 100 years the farm has seen many changes to the how the land is managed and also what animals are kept.
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10. Your writing Decide which piece of writing you will do.
Encourage young people to explore their local area and get out into the countryside in their free time.
Encourage young people to conserve and take care of their local area.
Persuade adults to buy produce that has been farmed or produced locally.
Differentiation opportunity – Students who need more support may benefit from completing the local produce task as this is an activity that they can relate to and is easy to research. More able students could be encouraged to complete the conservation task which could be extended to explaining why conservation is important and how young people could get involved in conservation in their local area.
Your writing could be published on the Forgotten Landscape website
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11. Research Questions
You now need to decide on some questions that will help you increase your knowledge of your chosen topic.
Think about what you need to say to persuade and encourage people in your piece of writing.
Encourage young people to explore their local area and get out into the countryside in their free time.
Persuade adults to buy produce that has been farmed or produced locally.
Encourage young people to conserve and take care of their local area.
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12. Your writing Write in the present tense
Choose emotive language when stating your point of view.
Use words that give reasons for your point of view Get the reader on your side.
Use connecting phrases to signal your points.
Use alliteration and rhyme to help persuade
Use rhetorical questions (How long can this go on?)
Give pros and cons, and address the cons.
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13. Persuasive writing I think… Firstly.. For this reason… In addition…
I feel that…
I am sure that…
It is certain…
Of course…
In the same way…
Firstly..
In addition…
Also…
Finally…
Likewise…
Similarly…
Certainly…
For example…
In fact…
As evidence…
In support of this…
As you can see …
In other words…
On the whole…
In short…
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14. Your writing…..published !
Your writing could now be published on the Forgotten Landscape website
Please the best examples of the classes writing to and we will do our best to include as many examples as we can on our website.
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15. Student Questions Conservation
What easy conservation project would you recommend for others to try? What can we do?
What got you into conservation? Why do you enjoy it?
Which project did you prefer doing?
How do you go about preparing for a conservation project?
Why is it important to involve children in conservation?
Why is it important?
Local produce
How can we tell if produce is local?
How does buying local produce help the world?
What are the benefits of buying local produce for both the farmer and the shopper?
What other food to you produce on your farm?
Why do you think that local produce is better?
Why should people buy local produce?
National Curriculum Links
Pupils should be taught to:  plan their writing by:  identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own  noting and developing initial ideas, drawing on reading and research where necessary
Pupils should be taught to draft and write using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
School Learning Resources

16. Student Questions Exploring the local environment
What benefits will people get from exploring the local area?
What local walks would you recommend?
Can you think of any games that could help children to explore the environment? Eg pooh sticks
What made you want to explore the local environment?
What should children remember or look out for when they explore their local environment?
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