Cambridge Primary English · 0058 · First language
The Harbour Archive
Work with Maya and Daniel to create a public archive. Uncover competing accounts, analyse how writers shape a response and build an exhibition that treats evidence fairly.
Stage 6 · 36 guided lessons · 108 practice questions
Read closely, explore language, then plan and revise your own writing. Add daily reading, handwriting and live speaking and listening alongside these guided lessons.
Unit 1
The photograph with no caption
Use several clues without forcing agreement
Lesson 1 · 30 minutes
Read: The photograph with no caption
Read the photograph with no caption and explain an answer using the text.
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Lesson 2 · 30 minutes
Use several clues without forcing agreement
The phrase makes uncertainty productive: missing information becomes a research question rather than something to hide. This is an inference about the group’s changing approach.
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Lesson 3 · 30 minutes
Create: The photograph with no caption
Write an archive caption separating visible details from a tentative interpretation and a research question.
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Lesson 1 · 30 minutes
Read: A memory interrupts the present
Read a memory interrupts the present and explain an answer using the text.
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Lesson 2 · 30 minutes
Control a flashback
This phrase signals a move into the past. Now returns us to the archive table. The memory matters because it changes a decision in the present.
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Lesson 3 · 30 minutes
Create: A memory interrupts the present
Write a short scene with a flashback that changes a present decision. Link the ending to an object from the opening.
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Lesson 1 · 30 minutes
Read: Who is telling the story?
Read who is telling the story? and explain an answer using the text.
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Lesson 2 · 30 minutes
Distinguish author and narrator
The self-praising phrase reveals the narrator’s viewpoint. In fiction, the author can create a narrator whose claims readers are meant to question.
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Lesson 3 · 30 minutes
Create: Who is telling the story?
Rewrite a shared event from two viewpoints. Give each speaker a different concern and preserve the same observable facts.
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Lesson 1 · 30 minutes
Read: The words in an old letter
Read the words in an old letter and explain an answer using the text.
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Lesson 2 · 30 minutes
Interpret phrases and word histories
An older phrase can have a meaning that is not obvious from its separate words. Test an interpretation against the surrounding sentence.
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Lesson 3 · 30 minutes
Create: The words in an old letter
Write a short glossary explaining two phrases in context. Add a verified word-origin note, naming the dictionary used.
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Unit 5
One sentence, several effects
Choose punctuation and sentence length for effect
Lesson 1 · 30 minutes
Read: One sentence, several effects
Read one sentence, several effects and explain an answer using the text.
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Lesson 2 · 30 minutes
Choose punctuation and sentence length for effect
The semicolon links two related complete clauses. Their contrast prolongs uncertainty. A relative clause, who had left her notebook outside, adds information about Maya.
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Lesson 3 · 30 minutes
Create: One sentence, several effects
Write a suspense opening and a neutral report of the same event. Use a short sentence and one clearly punctuated complex sentence.
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Lesson 1 · 30 minutes
Read: Who moved the records?
Read who moved the records? and explain an answer using the text.
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Lesson 2 · 30 minutes
Use voice and register deliberately
This active sentence makes the agents explicit. Passive voice can be useful when the action or object matters most, but it can also leave responsibility unclear.
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Lesson 3 · 30 minutes
Create: Who moved the records?
Write active and passive versions of one archive event. Explain which suits a damage report and what information you preserve.
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Lesson 1 · 30 minutes
Read: The archive spelling desk
Read the archive spelling desk and explain an answer using the text.
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Lesson 2 · 30 minutes
Proofread sound, structure and meaning
Advice is a noun; advise is a verb. Understanding the job a word does helps select the right form.
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Lesson 3 · 30 minutes
Create: The archive spelling desk
Make a proofreader’s note for five confusable words from your own draft. Give a meaning-based check for each.
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Lesson 1 · 30 minutes
Read: Should the bridge become a walkway?
Read should the bridge become a walkway? and explain an answer using the text.
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Lesson 2 · 30 minutes
Build a balanced argument
A source can be useful without answering every question. Assess what it actually measured and whose experience it represents.
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Lesson 3 · 30 minutes
Create: Should the bridge become a walkway?
Write a balanced article with a proposal, developed reasons on both sides and a justified conclusion.
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Lesson 1 · 30 minutes
Read: Two reports, one useful summary
Read two reports, one useful summary and explain an answer using the text.
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Lesson 2 · 30 minutes
Synthesize without changing the claim
This limitation matters because expectations about delays are not measured delays. A summary should retain qualifications essential to meaning.
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Lesson 3 · 30 minutes
Create: Two reports, one useful summary
Write a concise combined summary of the two reports. Include one finding and one limitation from each.
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Lesson 1 · 30 minutes
Read: The river keeps no archive
Read the river keeps no archive and explain an answer using the text.
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Lesson 2 · 30 minutes
Connect imagery to theme
The metaphor imagines reflected light as something the river can fold. It makes a changing scene feel briefly held, echoing the archive’s attempt to preserve time.
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Lesson 3 · 30 minutes
Create: The river keeps no archive
Write a poem about keeping and losing something ordinary. Use one image that develops the theme rather than decorating it.
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Lesson 1 · 30 minutes
Read: The hearing on stage
Read the hearing on stage and explain an answer using the text.
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Lesson 2 · 30 minutes
Use production choices to reveal a conflict
The short reply reframes unfinished as honest. The stage action makes that idea visible without a narrator explaining it.
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Lesson 3 · 30 minutes
Create: The hearing on stage
Write a playscript about a disputed label. Add staging notes and directions. Show one character changing.
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Unit 12
An exhibition with room to grow
Revise for evidence, audience and effect
Lesson 1 · 30 minutes
Read: An exhibition with room to grow
Read an exhibition with room to grow and explain an answer using the text.
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Lesson 2 · 30 minutes
Revise for evidence, audience and effect
The phrase links the physical display with an attitude towards learning. The ending returns to the opening’s useful gaps and develops the theme of honest uncertainty.
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Lesson 3 · 30 minutes
Create: An exhibition with room to grow
Prepare a final portfolio piece, its revision notes and a recommendation for further reading. Explain how feedback changed one decision.
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Assessments are original Find Tutor practice, not official Cambridge examinations. Open responses need human review. A completed activity is not proof of independent mastery.