Daily & Weekly Visual Writing Prompts – Upper Primary
Engage your learners in daily writing tasks using these differentiated visual prompts!
Learning Areas: English
Format: PowerPoint
Year Levels: Year 3
Transform your writing block with this time-saving, high-impact resource designed to spark imagination, support differentiation, and build writing stamina in upper primary students.
This bundle includes two editable PowerPoint files packed with rich visual stimuli and scaffolded writing support:
File 1: 200x Daily Visual Writing Prompts
- A huge bank of diverse, high-quality images to use as quick writing warm-ups, bell ringers, or creative starters
- Includes fantasy scenes, real-world settings, character moments, and abstract visuals
- Perfect for building fluency, encouraging descriptive language, and developing narrative ideas
- No prep required – just display and write
File 2: 40x Weekly Differentiated Writing Prompts
Each weekly prompt includes:
- Three levels of differentiation (Support, Core, Extension)
- Sentence starters to kick off ideas
- Modelled introductions to guide structure
- Thinking questions to deepen engagement
- Challenge vocabulary lists to stretch word choice and precision
Ideal for whole-class writing sessions, small group rotations, or independent tasks. Every prompt is designed to be accessible and engaging.
Why Visual Stimulus Works
Visual prompts:
- Activate imagination and curiosity
- Provide context for vocabulary and genre features
- Support reluctant writers with concrete ideas
- Encourage inferencing, prediction, and descriptive detail
- Are inclusive for EAL/D learners and diverse ability levels
Save Hours of Planning
- No more searching for writing ideas or building scaffolds from scratch
- Ready-to-use slides for daily and weekly writing
- Differentiation built in – no extra formatting or prep required
- Easily adaptable for digital or print use
Designed for Teachers Who Value:
- Creative writing with structure
- Differentiated instruction that’s actually practical
- Visual engagement and genre variety
- Real classroom efficiency
Whether you’re building writing stamina, teaching genre features, or just need a reliable go-to resource, this bundle delivers clarity, creativity, and curriculum-aligned support – all in one place.
Curriculum Alignment
AC9E3LA10
Year 3, English (Language)
Extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts.
AC9E3LE05
Year 3, English (Literature)
Create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts.
AC9E3LY01
Year 3, English (Literacy)
Recognise how texts can be created for similar purposes but different audiences.
AC9E3LY03
Year 3, English (Literacy)
Identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images.
AC9E3LY05
Year 3, English (Literacy)
Use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features.
AC9E3LY06
Year 3, English (Literacy)
Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words.
AC9E3LY07
Year 3, English (Literacy)
Plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume.
AC9E4LA11
Year 4, English (Language)
Expand vocabulary by exploring a range of synonyms and antonyms, and using words encountered in a range of sources.
AC9E4LE05
Year 4, English (Literature)
Create and edit literary texts by developing storylines, characters and settings.
AC9E4LY03
Year 4, English (Literacy)
Identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text.
AC9E4LY05
Year 4, English (Literacy)
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts.
AC9E4LY06
Year 4, English (Literacy)
Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation.
AC9E4LY07
Year 4, English (Literacy)
Plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume.
AC9E5LA08
Year 5, English (Language)
Understand how vocabulary is used to express greater precision of meaning, including through the use of specialist and technical terms, and explore the history of words.
AC9E5LE05
Year 5, English (Literature)
Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced.
AC9E5LY05
Year 5, English (Literacy)
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas.
AC9E5LY06
Year 5, English (Literacy)
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation.
AC9E5LY07
Year 5, English (Literacy)
Plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features.
AC9E6LE05
Year 6, English (Literature)
Create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices.
AC9E6LY04
Year 6, English (Literacy)
Select, navigate and read texts for a range of purposes, monitoring meaning and evaluating the use of structural features; for example, table of contents, glossary, chapters, headings and subheadings.
AC9E6LY05
Year 6, English (Literacy)
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources.
AC9E6LY06
Year 6, English (Literacy)
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features.
AC9E6LY07
Year 6, English (Literacy)
Plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features.
