You may choose to link this topic in with your Geography or History topic, with all children creating a guidebook for the same given location. You could then provide the key information and images required.

Alternatively, you could create a giant-sized guidebook, allocating specific sections to different children, so each child contributes to one large, class guidebook with a task appropriate for the ability of each child.

You may opt to provide creative freedom, allowing children to choose any location they wish, with research time, or you could encourage children to write a guidebook for an invented place or location they have encountered within their reading.

Whichever outcome you choose, please do remember to send examples of the guidebooks to childrens.books@bl.uk, where we will upload, share and celebrate them!

• Understanding audience and purpose.

• Organising and presenting information clearly (headings, subheadings, bullet points, topic sentences, images, captions).

• Writing with authority and confidence in a formal tone.

• Using rich vocabulary to evoke a sense of place, using descriptive and informative language.

• Experimenting with persuasive language features.

• Planning, drafting, editing and proof-reading: refining work for clarity and accuracy.

Geography

• Developing map skills by creating simple maps, labelling landmarks and understanding spatial awareness.

• Consideration of local & global perspectives: exploring different locations and their unique characteristics.

• Researching both human and physical features by describing landscapes, climate and cultural influences.

• Understanding geographical similarities and differences.

History

• Investigating the origins of places, historical figures and key events.

• Comparing eras and understanding how locations have changed over time.

Art & Design

• Designing and illustrating engaging visuals such as maps, sketches and decorative borders.

• Considering how fonts and page layout impact readability.

ICT (Computing)

• Using online sources to gather information about a place.

• Designing guidebooks digitally using software or apps, combining text and visuals.

PSHE & Citizenship

• Understanding the importance of places in personal and collective identity.

You could try the following activities:

• Observation Walk A class trip or local exploration where children sketch, describe, and take notes, paying close attention to details they might otherwise overlook. How can they transfer this skill to the place they have chosen for their guidebook?

• Sensory Mapping Encourage children to record the sights, smells, sounds and textures of their chosen place. What information is obvious? What might they need to think carefully about, or conduct further research?

• Historical Imagining Considering how a place might have looked in the past and how its history shapes the present will help add depth to the children’s understanding of how places develop over time.

• Comparative Study Examine different types of guidebooks to identify structure, tone, and content.

Tasks:

• Provide a selection of real guidebooks, presented in different formats, and books about different locations and places to live, such as these ones:

  
  

  How Cities Work by Lonely Planet Kids, Jen Feroze

  Make Yourself at Home by Signe Torp

  Amazing Asia by Rashmi Sirdeshpande

  City Atlas by Martin Haake

  Wild City by Ben Hoare

  The Street Beneath My Feet by Charlotte Guillain

  Children of the World by Nicola Edwards, Andrea Stegmaier

  Space Maps by Lara Albanese, Tommaso Vidus Rosin

• Discuss features that appear in all the guidebooks, and those that only appear in some. Why is this? Which do you think is most helpful? Who is the book aimed at? How can you tell? What is the purpose of a guidebook? Can we choose the information we put in? How long does it need to be? How are the different sections presented? (Text boxes, lift-up flaps, fold-out sections etc)

• Determine that guidebooks are usually all written in present tense.

• Introduce the project: Guidebook Explorers! What place will they be creating a guidebook for? You could link the project to your history or geography topic, write about a fictional place from a story, or set each child a different location.

• Select a location as a model, (if fictional, ideally linked to a book you have read with the children). What would we expect to see in a guidebook for this place?

• Agree on the key features that are to be included, dependent on the ages of the children and length of project, and then provide a planning sheet to begin to gather ideas and information, e.g.

  
  

1. Introduction

• An introduction of the place and where it is in the world.

  • UKS2 could include details on its history, culture and reasons to visit.

2. Practical Information

• Details on the weather / climate and the best times to visit.

  • UKS2 could detail the currency, language tips or health and safety advice. They could provide a list of tips to help a newcomer navigate local customs such as dress codes, or tipping culture.

3. Locality

• A more detailed description of the place, including a map.

  • UKS2 could describe different areas, architecture or local tips.

4. Attractions and Activities

• List the must-see sights (museums, landmarks, natural wonders) with photographs or illustrations of major attractions.

  • UKS2 could detail the popular tourist activities (tours, hiking, beaches, nightlife, shopping) and family-friendly options, plus recommendations for different budgets.

6. Food and Drink

• Describe the local cuisine.

  • UKS2 could include must-try dishes, restaurant suggestions or local dining etiquette

7. Events and Festivals

• Add in details of any annual events, holidays, and celebrations.

  • UKS2 children could write about the best times to visit, to experience the local culture.

Adaptations:

• Use visuals and simplified texts for struggling readers.

• Provide sentence starters or audio support for discussions.

• Allow drawing instead of only text when planning their ideas.

• Ensure children choose a location they have prior knowledge of.

• Provide a selection of locations to choose from if free choice is too overwhelming, with information provided. This will also save research time.

Tasks:

• In pairs, children describe their chosen place to each other, using their planning sheet as a prompt. Why would someone want to visit? What is special about it? Partners are to ask questions to develop the detail further.

• In small groups, children pretend to be tour guides, showing others around their chosen place, using big, exciting voices, sensory language and persuasive techniques:

o   Exciting adjectives and verbs

o   Directly addressing a reader

o   Exaggeration (hyperbole) and an enthusiastic tone

o   Pattern of three sentences

o   Rhetorical questions

o   Appealing to reader’s curiosity and imagination

o   Describe the sights, smells, sounds and feel of the place

• Use a map to locate the place in the world (if using a real location) and add to the planning sheet. Is it a country, a city, a town, or something else? Which continent is it in? North or South hemisphere? Which country is it near? Which direction?

• Using your model, write a sentence or two to explain its location, before children write their own, e.g.

_{Welcome to Ireland: A Land of Legends and Adventure!}

_{Get ready to explore a land full of magic, music, and adventure—welcome to Ireland! This beautiful island sits on the edge of Europe, just next to the United Kingdom. It's famous for its rolling green hills, ancient castles, friendly people and lively music that will have your feet tapping in no time.}

• Following this, model writing the rest of the introduction before children write their own, e.g.

_{In Ireland, you can visit giant cliffs that rise above crashing waves, walk through quiet forests full of fairy tales or explore cities full of exciting things to see and do. Want to kiss the famous Blarney Stone for good luck? Or maybe spot a puffin on a cliff walk? You can do it all here!}

_{Whether you're looking for wild adventures, cosy villages, or just a big bowl of warm Irish stew, Ireland has something for everyone. So pack your raincoat, bring your curiosity, and get ready for a journey you’ll never forget!}

Adaptation:

• Provide prompts: ‘You must see…’ ‘All visitors love…’ ‘Nobody visits here without…’ ‘We have the best….’

• Adapt the length and complexity of any modelled writing, depending on the age and ability of the children.

• Writing each section as a draft on paper removes the concern of making mistakes, and allows freedom to experiment with layout for the final presentation.

Tasks:

• Read one or more of the following extracts (adapt the length and language of these to be accessible by your children).

  
  

_{Morocco: Step into the heart of a Moroccan souk and you’re instantly immersed in a world alive with colour, scent and sound. Narrow alleyways twist and turn beneath patterned awnings, sheltering bustling stalls piled high with hand-woven rugs, gleaming brass lanterns, and towers of fragrant spices in hues of gold, crimson and ochre. The air carries the warm scent of cumin and cinnamon, mingling with the smoky aroma of grilled meats sizzling on nearby street stalls. Shopkeepers call out with charm and enthusiasm, their voices weaving a tapestry of Arabic, French and English. The constant hum of bartering, the jingle of coins and the distant beat of a drum draw you deeper into this vibrant, sensory maze.}

_{Swiss Alps: The Swiss Alps rise like a majestic fortress of snow-capped peaks, their jagged silhouettes etched sharply against a sky of the purest blue. The air is crisp and clean, tinged with the scent of pine and fresh mountain grass. In summer, wildflowers scatter the meadows in bursts of violet, yellow and white, while in winter, the landscape softens into a serene blanket of white silence. The only sounds are the distant jingle of cowbells, the gentle rush of a mountain stream or the crunch of boots on frosty ground. Looking out across the valleys, tiny wooden chalets dot the hillsides, their smoke curling lazily upwards, promising warmth, fondue and stories by the fire.}

_{Amazon Rainforest: The Amazon Rainforest hums with life, a vast green world where sunlight filters through a ceiling of leaves high above. The air is thick and steamy, filled with the earthy scent of damp soil and the sharp tang of exotic flowers. Bright parrots screech overhead: flashes of red, blue and yellow dart between the trees. Hidden frogs croak from leafy hiding spots, while howler monkeys echo across the canopy like distant drums. Underfoot, the jungle floor is soft and muddy, scattered with twisted roots and curious insects. Every step deeper into the forest reveals another secret—glittering butterflies, whispering leaves, or the sudden rustle of something unseen in the undergrowth.}

• Using 5 different colour highlighters, children pick out phrases that describe what can be seen, heard, smelt, tasted and felt – focus in on the sensory language.

  
  

• Ask children to close their eyes and imagine they’re standing in their chosen places. Take them on an imagined exploration, prompting them to think about what they might see, hear, smell, feel, and taste. Provide a simple five senses chart to record their responses.

  
  

• Write, using the input of the children, a short descriptive paragraph about your place, modelling how to include the sensory language and other key writing features appropriate to the year group, e.g.

  
  

_{Ireland is a land of green hills, quiet valleys, and wild, rocky coasts. The air is fresh and often smells of rain and grass. In the countryside, sheep graze in fields surrounded by stone walls, while mountains rise in the distance, sometimes hidden by mist.}

_{Near the sea, waves crash against tall cliffs and the wind carries the salty smell of the ocean. In towns and villages, colourful houses line the streets and cheerful music fills the air. Ireland feels peaceful, magical, and full of stories waiting to be discovered.}

• Pupils write their own description of their place. Some or all of this can be used within their guidebooks.

  
  

Adaptations:

• Allow children to draw their responses instead of using text.

• Adapt the extracts to include only one example of each sense across the three, or only use one simplified extracts. Consider a text map to support decoding.

• Provide sentence starters: ‘[The place] is full of…’, ‘You might hear…’, ‘If you look closely…’ etc.

Tasks:

• Research and mind-map exciting attractions (e.g., floating gardens, magical library, royal palace etc).

• Using your model, demonstrate how to write a ‘Top 3 Things to Do’ list, including a heading and bullet-points. Include persuasive features, e.g.

  
  

_{Top 3 Things to Do in Ireland}

_{1. Climb the Giant’s Causeway}

_{Step onto giant stone steps made by a legend! This amazing place is full of strange, hexagon-shaped rocks that lead into the sea. Some say it was built by a giant—can you spot his boot?}

_{2. Explore a Real Castle}

_{Ireland has hundreds of castles, but Blarney Castle is one of the most famous. Climb to the top and kiss the Blarney Stone if you’re brave enough—it’s said to give you the gift of the gab (you’ll be great at chatting)!}

_{3. Dance to Traditional Irish Music}

_{Visit a cosy pub or town festival and hear fiddles, flutes and drums come to life. Tap your feet, clap your hands or even try a bit of Irish dancing—everyone’s welcome to join in the fun!}

• Children write their own ‘Top 3 Things to Do’.

  
  

Adaptations:

• Provide children with a selection to choose from.

• Simplify the outcome to one sentence only.

• Provide sentence starters and key vocabulary.

Activities:

• Look at a variety of real and fictional maps, such as these ones from the British Library’s collection.

  
  

• Discuss the features of the maps – what is the same about them? What is different? Maps vary in size – they can cover the whole world or just one street. Notice the compass rose and symbols and discuss their purpose.

  
  

• Discuss the difficulties in creating a large map, suggesting they choose a smaller scale for theirs: what area of their chosen place will they map out, and which features will they need to include? What symbols will they use to help people find their way around?

  
  

• Children design their own map with key locations, compass rose, symbols, before labelling their features and adding a key.

Adaptations:

• Creativity is the goal, rather than accuracy – reassure children that their map does not need to be perfect and include everything!

• Zoom in even further if needed – children could map a small section of a town, such as a market square, inventing the details.

Activities:

• In pairs, discuss the currency, weather, language and/or food for their places.

  
  

• Model writing each chosen section for your chosen place, e.g.

  
  

_{Practical Info: Ireland}

_Weather

_{Ireland is known for its mild, often rainy weather. It doesn’t get very hot or very cold, but you’ll almost always need a raincoat or umbrella—even in summer! Some days are sunny and bright, but others might be cloudy and a bit wet. The weather can change quickly, so it’s best to be ready for anything.}

_Currency

_{In most of Ireland, people use the euro (€) to buy things. In Northern Ireland, they use the British pound (£) instead. You can spot the difference by looking at the symbols on coins and notes.}

_Language

_{The main language spoken in Ireland is English, but some people also speak Irish (Gaelic), especially in the west of the country. Interestingly, you might see signs written in both languages!}

_Food

_{Irish food is warm, tasty, and filling! Popular dishes include:}

• _{Irish stew – a hot meal with meat, potatoes, and vegetables.}

• _{Soda bread – soft, fresh bread that’s great with butter.}

• _{Boxty – yummy potato pancakes.}

  
  _{And don’t forget the sweet treats, like buttery scones or apple tart!}

• Children then create their own ‘Visitor Info’ or ‘Know Before You Go’ page, with sections for weather, currency, language, food etc. You could revisit the guidebook examples from the first lesson to see how this information is presented differently in each one.

Adaptations:

• Restrict the sections to only two or three, to reduce cognitive load.

• Provide the factual information to limit research time, or allow children to invent aspects of it.

• Provide sentence starters and key vocabulary.

Activities:

• Provide time for children to finish their sections, adding additional details or interesting facts.

  
  

• Consider how to present each section, if written in draft form.

  • Could some sections be fold out (e.g. the map)? Could there be a lift-up flap or pocket with helpful tips on a card that can be removed?

  • Could there be different sized text boxes (using a variety of coloured paper, that is chopped into different shapes?)

  • Which of the information will be accompanied by images?

  • What will the front cover look like? Is there a blurb, contents page or short author bio?

    
    

• In small groups, children share their ideas for presentation. Children to provide feedback on clarity and presentation.

  
  

• Once completed, consider how to ‘publish’ their work. You could:

  • Ask children to go into role again as tour guides, presenting their finished guidebook to the class, or in assembly with the wider school and invited parents.

  • Display the children’s guidebooks in a gallery format around the classroom, and invite other year groups in, receiving a stamp/sticker in an ‘Explorer Passport’ for each location they visit.

  • Record the child talking through their guidebook, showing each page, then upload these recordings to your school website for parents to see.

  • Photograph each page of the guidebook and create a pdf version to be emailed to parents. Please also send to childrens.books@bl.uk, where each submission will be uploaded to our Padlet page, and shared with all the followers of the British Library.

    
    

Adaptations:

• Some children may want to include additional information, especially if their chosen location has a unique feature. Allow time to add this in.

• Writing on squares of paper to be stuck into the main guidebook removes the fear of making mistakes.

Children may choose to create just one section of a guidebook, or to focus in on only one aspect.

Why not try some of these ideas?

1. Skylines: Create fold-out panoramas of a city's skyline, the buildings on a street, or the rolling countryside, showing urban and natural landscapes.

2. Maps: Create a map of the location, using symbols to represent different features, and a key to communicate them. The map could be large scale (e.g. the whole country or city) or small scale (e.g. one street or park), or show a particular journey (e.g. the route of a festival procession).

3. Postcards: Write a postcard home from a visitor - what did they see and do? Describe their experience.

4. Lift the flap sections: Stick in small sections that lift up to reveal additional information such as an interesting fact or a drawing (e.g. a cross-section of a significant building, showing the interior).

5. Tickets: Design the ticket for travelling through the place - what method of transport is required?

6. Treasure box: Create and decorate a special box, containing three special objects that represent the place.

7. Objects: Decorate an object related to the local customs or religious festivals.

8. History: Write a letter or diary entry dated during a significant event.

9. Plate: Draw a meal on a plate, showcasing the traditional foods of the country.

What form will your children's guidebooks take? Who is the intended audience? How will that affect how they are written?

Harry Potter - Guidebook to Hogwarts School of Witchcraft and Wizardry

• Map It Out!: Floor-by-floor map of Hogwarts, with hidden rooms and password-protected passages.

• Creature Compendium: House ghosts, magical creatures, and the Sorting Hat.

• What Not to Do Guide: Top 5 Ways to Avoid Filch and Peeves!

  
  

The Lion, the Witch and the Wardrobe - Guidebook to Narnia

• Postcard from a Place: A wintery note from Mr. Tumnus’s cave.

• Myth or Legend: The legend of Aslan and the Stone Table.

• Tourist Brochure: Why You Should Visit Narnia (Before the Snow Melts!)

The Spiderwick Chronicles - Guidebook to The Spiderwick Estate and surrounding faerie lands

• Explorer’s Journal: Daily logs of strange sightings and creature encounters.

• Creature Compendium: Brownies, goblins, and griffins—complete with danger ratings.

• Did You Know?: Faerie folk behaviour and how to spot glamours.

  
  

Nevermoor: The Trials of Morrigan Crow - Guidebook to Nevermoor City

• Map It Out!: The Hotel Deucalion and its magical rooms.

• Local Customs: How to prepare for the Wundrous Society trials.

• Safety Guide: Avoiding the Hunt of Smoke and Shadow!

  
  

The Wild Robot: Guidebook to a remote wilderness island

• Explorer’s Journal: Roz’s logbook of adapting to island life.

• Creature Compendium: The animals Roz meets—complete with dialogue quotes.

• Myth or Legend: The robot who became a mother (told by a wise old goose).

Peter Pan: Guidebook to Neverland

• Map It Out!: Mermaids’ Lagoon, Skull Rock, the Lost Boys’ hideout.

• Local Customs: Pirate code of conduct vs. Lost Boy games.

• Postcard: Greetings from the Jolly Roger!

Charlie and the Chocolate Factory - Guidebook to Willy Wonka’s Chocolate Factory

• Map It Out!: Rooms like the Chocolate River and Nut Sorting Room.

• Safety Guide: What NOT to Eat in the Chocolate Factory.

• Postcard: Just visited the Inventing Room—still purple!

There are so many ways you can incorporate guidebooks into your current English planning.

Here are some of the ideas you can adapt to any book:

1. Map It Out!

• Have children create a hand-drawn or digital map of the fictional place.

• Label key locations with evocative names (e.g. Whispering Woods, Crystal Caverns).

• Write mini-descriptions of each location to practice concise, vivid language.

  
  

2. Postcard from a Place

• Children write a postcard as if they are visiting the fictional place.

• Focus on sensory details: what they see, hear, smell, touch, and taste.

• Great for teaching first-person writing and setting description.

  
  

3. Creature Compendium

• Create an illustrated guide to the creatures or characters in the world.

• Use non-fiction writing techniques like subheadings, bullet points, and labeled diagrams.

• Encourage inventive adjectives and similes (e.g. as fierce as a thunderstorm).

  
  

4. Local Customs and Traditions

• Children design a page that explains a festival, food, sport, or custom in the fictional land.

• They write how-to guides (e.g. how to celebrate the Firelight Festival), using sequencing words and imperative verbs.

5. Tourist Brochure Flipbook

• Create a mini-brochure that 'sells' the fictional place to tourists.

• Focus on persuasive techniques: rhetorical questions, positive adjectives, snappy slogans.

• Include fun extras like 'Top 5 Things to See', reviews, and sample itineraries.

  
  

6. Radio Travel Report

• In groups, children write and perform a radio-style travel report about visiting the place.

• Use dialogue and narration to practise writing scripts.

• Record and play back for a fun, performative element.

7. Myth or Legend of the Land

• Children invent and write a myth, legend, or origin story explaining part of the world.

• Practise narrative structure: beginning, build-up, climax, resolution.

• Illustrate with bold, symbolic imagery to match the tone.

  
  

8. Explorer’s Journal

1. Children become explorers or adventurers and write daily journal entries of their journey.

2. Encourage use of past tense, personal voice, and emotion to connect with the place.

   
   

9. “Did You Know?” Fun Fact Pages

• Include a page with quirky facts about the fictional place.

• Practise writing with factual tone, lists, and captioned diagrams.

  
  

10. 'What Not to Do' Safety Guide

Objective: Mix humour with instructional writing.

• A safety guide for travellers: 'How to Avoid Getting Eaten by the Swamp Dragon'.

• Use warnings, prohibition signs, and tongue-in-cheek advice.

• Teaches modal verbs, cautionary language, and humour in writing.

Have fun!