Checkpoint 6 · Paper 1 writing (non-fiction)

Instruction Writing

How to write clear step-by-step instructions — title, equipment list, numbered steps, imperative verbs and tips — with a plan, phrases, vocabulary and a strong sample.

British & IGCSE › Checkpoint 6 English (Cambridge Primary 0058)

1. What is instruction writing?

Instructions tell the reader how to do or make something, step by step, so that they can do it successfully without asking anyone for help. Recipes, craft guides, game rules, science experiments and directions to a place are all instructions.

The test of good instructions is simple: could someone who has never done the task before follow your steps and get the right result? If they would have to guess, the instructions are not good enough — however beautiful the sentences are.

Question	Answer for instructions
Purpose	To explain clearly how to do or make something, in the right order.
Audience	Named in the task — often children of your age or younger, or beginners. Always imagine a reader who knows nothing about the task.
Tone	Clear, simple and friendly. No jokes in the middle of steps, no long stories.
Person and tense	Imperative verbs (Cut…, Pour…, Place…) speaking directly to 'you'. Present tense.
Where it appears	Paper 1 (Non-fiction), Section B Writing, 25 marks.

How often do instructions come up?

Instructions (and explanations) are one of the non-fiction text types that can be set in Paper 1, so you must be able to write them.
Instruction skills often appear inside other tasks: a leaflet with 'top tips', a magazine article explaining how to do something, or a letter that explains how to get to a place.
In Section A Reading, you may meet an instruction text and be asked about its features: numbered steps, imperative verbs, a list of equipment, why the writer used a heading or a bullet point.

Where it sits in the exam and how it is marked

Year 6 students sit Cambridge Primary Checkpoint English (0058). There are two papers: Paper 1 Non-fiction and Paper 2 Fiction. Each paper lasts 1 hour and has Section A Reading (25 marks) and Section B Writing (25 marks). About 30 minutes is suggested for each section. Instructions are a Paper 1 task, because they are non-fiction.

Your writing is marked out of 25 in five categories. Here is what each category means for instructions. The teacher's older names are in brackets.

Category	Marks	What the top band needs in this genre
Creation of texts (content, purpose and audience)	5	Clearly a set of instructions with everything the reader needs: what they will make, what they need, every step in the right order, and the result. Pitched at the named reader (simpler for younger children). Everything the task asks for is covered.
Vocabulary and language	3	Precise verbs (sprinkle, press, fold, measure, soak, place) and exact details (two teaspoons, ten minutes, 5 centimetres) instead of 'some' or 'a bit'. Technical words explained if the reader is young.
Structure of texts (text structure)	7	Title, introduction, 'You will need' list, numbered steps in strict order, a closing line about the result. Headings for each part. Time connectives (First, Next, After that, Finally) hold the order together.
Grammar and punctuation (sentence structure, punctuation and grammar)	7	Imperative sentences used correctly. Some complex sentences with when, once, until, before, if to show timing and conditions. Correct colons before lists, commas in lists and after openers, and full stops at the end of each step.
Word structure (spelling)	3	Correct spelling of the equipment and verbs: scissors, carefully, teaspoon, centimetres, measure, separate, equipment.

Rules that can cap your mark

Wrong text type: If the task asks for instructions and you write a story about the day you made a cake, or a recount in the past tense, that is the wrong text type. If you write the wrong kind of text, Creation of texts can be capped at 1 mark and Structure of texts at 3 (or 2), however good your English is.
Too short: 20 words or fewer scores 0, and an answer of 21–60 words can earn no more than 7 marks out of 25. Train yourself to write 250–350 words in about 30 minutes.
Markers use best fit: they read the whole answer and choose the band that matches it best. One small mistake will not ruin a strong answer, but many careless ones will pull it down.

How to get full marks: checklist

A title that says exactly what the reader will make or do: How to…
A short introduction (2–3 sentences): what it is, why it is fun or useful, how long it takes.
A 'You will need' list with exact amounts and sizes, before the steps.
Numbered steps in the correct order, one action in each step, each starting with an imperative verb or a time connective.
Precise details: how much, how long, how far, what it should look like.
Safety warnings before the step they belong to (Ask an adult to help you cut…).
A tip or what to do if something goes wrong — this shows you are thinking about the reader.
A final sentence describing the finished result.

2. Features of instructions

Feature	Example
'How to…' title	How to Grow Cress in an Eggshell
Short introduction	This is a fun, easy experiment that takes about a week.
Subheadings	You Will Need / What to Do / Top Tips
Equipment list (bullet points)	• two clean eggshells • cotton wool • cress seeds
Numbered steps	1. … 2. … 3. …
Imperative (bossy) verbs	Pour the water. Sprinkle the seeds.
Time connectives	First, Next, After that, Once…, When…, Finally
Precise quantities and times	two teaspoons of water · for ten minutes · about 2 centimetres
Adverbs of manner	Gently press… Stir slowly…
Second person (you)	You should see small green shoots after two days.
Safety warnings	Warning: ask an adult to help you use the scissors.
Conditional tips (if…)	If the cotton wool feels dry, add a few more drops.
Closing sentence	Your cress is now ready to eat in a sandwich!

One step = one action

Do not squeeze three actions into one step (Cut the paper and fold it and glue it to the box). Split them: 1. Cut… 2. Fold… 3. Glue… The reader can find their place again after looking away, and the marker sees that you understand the genre.

3. How to structure instructions

Use this plan. In 30 minutes aim for 250–350 words. Steps are short, so make your introduction, tips and final sentence full, well-built sentences — that is where you show off your grammar and vocabulary.

Part	Job	What to write
Title	Name the task	How to… — say exactly what the reader will make or do.
Introduction	Purpose, time, difficulty	2–3 sentences: what it is, why it is fun or useful, how long it takes, whether an adult is needed.
You will need	Equipment and ingredients	A bulleted list with exact amounts and sizes. Put it before the steps so nothing is missing halfway.
Safety first (if needed)	Prevent accidents	A short warning about sharp, hot or messy things.
What to do	The method	6–10 numbered steps in strict order. Each starts with an imperative verb or a time connective. Add what the reader should see when a step is done right.
Top tips / If it goes wrong	Help the reader	1–3 tips starting with If… or For best results…
Ending	The result	One or two sentences: what the finished thing looks like and what to do with it.

Plan with G.A.A.P. in the first 3–4 minutes

G — Genre: instructions (title, introduction, You will need, numbered steps, ending).
A — Audience: who will follow them? Younger children need short steps and simple words. Classmates can cope with more detail.
A — Area of content: list every thing the task asks you to include (equipment, steps, safety, tips).
P — Purpose: to explain clearly how to do something.

How to start: introductions that work

A question: Have you ever wanted to grow your own food on a windowsill?
A promise: By the end of these instructions, you will have a paper plane that really flies.
Time and difficulty: This easy recipe takes only fifteen minutes and needs no cooking.
Why it is useful: Knowing how to pack a school bag properly will save you time every morning.
Who it is for: These instructions are for beginners who have never played chess before.

How to end: closings that work

The result: Your bird feeder is now ready. Hang it outside and wait for your first visitors!
What to do next: Once you have mastered this plane, try changing the wings to see if it flies further.
Aftercare: Store your biscuits in a tin, and they will stay fresh for three days.
Cleaning up: Finally, wash your hands and tidy away the equipment.
Encouragement: Do not worry if it is not perfect the first time — practice makes perfect.

4. Useful phrases and vocabulary

Introducing the task

These instructions will show you how to…
This is a simple way to…
It takes about… and…
You will need an adult to help with…

Time connectives

First, …
Next, …
After that, …
Then, …
Once the… is…, …
When… has…, …
Finally, …

Being precise

Carefully measure…
Leave it for exactly…
until it turns golden brown
about 2 centimetres from the edge

Warnings

Warning: …
Be careful not to…
Ask an adult to…
Never… because…

Tips

If… , simply…
For best results, …
Top tip: …
Don't worry if…

Ending

Your… is now ready to…
Enjoy your…!
Now you can…

Word / phrase	Meaning / use
equipment	the tools you need for a task
ingredients	the foods you mix to make a recipe
method	the steps you follow
measure	to find the exact size or amount
sprinkle	to drop small pieces lightly over something
soak	to leave something in water until it is completely wet
press	to push firmly
attach	to join one thing to another
fold	to bend paper or cloth so one part lies on another
gently	softly and carefully
firmly	strongly, so it does not move
evenly	the same amount everywhere
carefully	slowly, so you do not make a mistake
approximately	about, not exactly
precaution	something you do to stay safe

5. Strong sample: instructions for a simple experiment

Sample: instructions for a children's magazine300 words · Strong answer — Creation 5/5 · Vocabulary 3/3 · Structure 7/7 · Grammar & punctuation 7/7 · Spelling 3/3

Task: A children's magazine has a page called Try It at Home, with easy activities for readers aged 8–11. Write a set of instructions for a simple activity or experiment that children can do at home. Include: • what they will need • the steps in the correct order • any safety advice or helpful tips.

How to Grow Cress in an Eggshell

Have you ever wanted to grow your own food without a garden? Cress is a tiny plant that grows quickly on a sunny windowsill, and you can eat it in a sandwich. This experiment is easy and cheap, and it takes about a week from start to finish.

You Will Need

• two clean, empty eggshells (the top third removed)

• an egg box to hold them

• a handful of cotton wool

• one teaspoon of cress seeds

• a small cup of water

• felt-tip pens

What to Do

1. First, ask an adult to help you crack the eggs carefully near the top. Wash the shells gently in warm water and leave them to dry.

2. Draw a funny face on each shell with the felt-tip pens.

3. Place the shells in the egg box so that they stand upright.

4. Next, soak the cotton wool in water and squeeze it until it is damp, not dripping.

5. Press the cotton wool into each shell, filling it to about one centimetre from the top.

6. Sprinkle half a teaspoon of seeds evenly over the cotton wool in each shell. Do not pile them in one spot.

7. After that, put the egg box on a sunny windowsill.

8. Check your shells every morning. If the cotton wool feels dry, add a few drops of water.

9. Finally, when the cress is about five centimetres tall, snip it with clean scissors and enjoy it!

Top Tips

• Do not let the cotton wool dry out; seeds need water to grow.

• If your cress grows long and pale, it needs more light, so move it to a sunnier place.

Within two days, you should see tiny white roots. By the end of the week, your eggshell people will have bright green hair — and a tasty lunch for you!

Why this gets the marks

Creation of texts 5/5: clearly instructions, with everything the task asks for — a 'You Will Need' list, nine steps in the correct order, safety advice (ask an adult to help, clean scissors) and tips. Written for readers aged 8–11: friendly, simple, with a fun detail (funny faces, green hair).
Vocabulary 3/3: precise verbs — crack, soak, squeeze, press, sprinkle, snip — and adverbs — carefully, gently, evenly. Exact amounts: half a teaspoon, one centimetre, five centimetres. 'damp, not dripping' shows the reader exactly what is wanted.
Structure 7/7: How to… title → hooking introduction (question, purpose, time) → bulleted equipment list → numbered method → tips → ending that describes the result. Time connectives (First, Next, After that, Finally) and when/if clauses keep the order clear. One action per step.
Grammar & punctuation 7/7: imperatives throughout the method. Complex sentences with conditions and time (If the cotton wool feels dry, add… / when the cress is about five centimetres tall, snip it… / …squeeze it until it is damp). Brackets add extra information (the top third removed). A semicolon joins two related sentences (Do not let the cotton wool dry out; seeds need water to grow). A single dash adds emphasis at the end (— and a tasty lunch for you!). Commas are used in lists and after openers.
Spelling 3/3: teaspoon, centimetre, carefully, scissors, windowsill, experiment, squeeze.

Other kinds of instructions: short plans

Task	You will need / before you start	Key steps (shortened)	Tip or warning
How to make a fruit salad	a chopping board, a child-safe knife, a bowl, 2 bananas, 1 apple, a bunch of grapes and some orange juice	Wash the fruit → peel the bananas → cut everything into small pieces → mix in the bowl → pour over the juice	Ask an adult before using a knife. The juice stops the apple turning brown.
How to play a playground game (e.g. Stuck in the Mud)	6 or more players, a safe open space	Choose a catcher → everyone runs → if caught, stand still with legs apart → a friend frees you by crawling through → swap catcher after 3 minutes	Play on grass, not concrete. No pushing.
How to make a paper plane	one sheet of A4 paper	Fold in half lengthways and open → fold the top corners to the centre line → fold the new edges to the centre → fold in half → fold down the wings	Press each fold firmly. Throw gently and level.
Directions from the school gate to the library	—	Walk past the office → turn left at the noticeboard → climb the stairs to the first floor → the library is the second door on your right	Use landmarks the reader will see

6. Common mistakes

Mistake	Why it loses marks	Fix it
Writing in the past tense (I put the seeds…)	That is a recount — wrong text type.	Use imperatives: Put the seeds…
Vague amounts (some water, a bit of glue)	The reader cannot follow it, and the vocabulary is weak.	Give exact amounts, sizes and times.
Steps in the wrong order	The task fails, and the structure is weak.	Picture yourself doing it as you plan.
Missing equipment list	Readers stop halfway to find things.	Always write 'You will need' before the steps.
Three actions in one step	Confusing and hard to follow.	One step = one action.
Only short commands, nothing else	The marker cannot see a range of sentences.	Write the introduction, tips and ending in full, varied sentences. Use when/if/until clauses in some steps.
Forgetting safety	Poor audience awareness.	Add a warning before any sharp, hot or messy step.

Timing (about 30 minutes for writing)

3–4 minutes: G.A.A.P., then jot down the equipment and the steps in order as numbers.
about 22 minutes: write 250–350 words, including a full introduction and tips.
4 minutes: 'follow' your own instructions in your head — is any step missing? Then check spelling and full stops.

Checklist before you hand in

'How to…' title.
Introduction with purpose and time.
'You will need' list with exact amounts.
Numbered steps in the right order, one action each.
Imperative verbs and time connectives.
At least one safety warning or tip with If…
A final sentence about the finished result.
Spelling and punctuation checked.

نصائح كتابة الـ Instructions

استخدم فعل الأمر في بداية كل خطوة: Cut, Pour, Place… ولا تكتب بالماضي (I cut…)، لأن ذلك يجعل النص Recount.
اجعل في كل خطوة فعلًا واحدًا فقط، ورقّم الخطوات بالترتيب الصحيح.
اكتب الكميات والأوقات بدقة: two teaspoons, ten minutes، وليس some أو a bit.
اكتب المقدمة والنصائح والخاتمة بجمل كاملة ومتنوعة (If… / When… / until…) لتحصل على درجات القواعد وعلامات الترقيم.

Practice tasks

Write instructions for a new pupil explaining how to make a healthy sandwich for their school lunch box.
Show answer
Title: How to Make a Healthy Rainbow Sandwich. Intro: why a healthy lunch matters. 10 minutes. You will need: 2 slices of brown bread, a slice of cheese, lettuce, cucumber, a tomato, a butter knife, a chopping board. Steps: wash your hands → wash the vegetables → ask an adult to slice the tomato and cucumber → spread a thin layer of butter → layer the cheese and vegetables → press the top slice down → cut into two triangles → wrap in a lunch bag. Tip: pat the tomato dry so the bread does not go soggy. Ending: Your colourful sandwich is ready!
Write the rules of a playground game for Year 3 children.
Show answer
Title, short intro (what the game is, how many players), You will need (space, a ball), numbered rules in order (how to start, how to score, what is not allowed, how to win), a safety tip, a friendly ending. Simple words and short sentences for young readers.
Rewrite this as clear instructions: 'I got some paper and folded it a bit and then I cut it and it was a snowflake.'
Show answer
1. Fold a square of paper in half to make a triangle. 2. Fold it in half again, and then once more. 3. Carefully cut small shapes along the edges with scissors. 4. Gently unfold the paper to reveal your snowflake.
Find the imperative verbs: 'First, wash the cup. Next, carefully pour in the warm water and stir it slowly.'
Show answer
wash, pour, stir. (First and Next are time connectives, and carefully and slowly are adverbs.)
Why do instructions usually put the 'You will need' list before the steps? Give two reasons.
Show answer
1. So the reader can collect everything before starting and does not have to stop halfway. 2. So the reader can check quickly whether they have the right equipment before they decide to begin.

All pages in this course

Start here: the exam

Reading: grammar & punctuation

Reading: understanding texts

Paper 1 writing: non-fiction

Paper 2 writing: fiction