English · Year 2

Active learning ideas

Persuasion: Slogans and Catchphrases

Active learning helps Year 2 pupils grasp persuasive techniques like rhyme and alliteration through hands-on practice. Short, playful tasks let children test ideas immediately, making abstract concepts concrete and memorable.

• National Curriculum Attainment Targets
• KS1: English - Writing Composition
• KS1: English - Spoken Language

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Plan-Do-Review
• 30 min · Pairs

Pairs: Toy Slogan Brainstorm

Pupils pair up and select a toy from a class display. They list words linked to its features, then create three slogans using rhyme or alliteration. Pairs choose one to illustrate and rehearse presenting to the group.

Explain what makes a slogan memorable and effective.

Facilitation Tip

For the Pairs: Toy Slogan Brainstorm, circulate and prompt pairs to justify their slogan’s techniques aloud to reinforce verbal reasoning.

What to look for

Provide students with a picture of a common object (e.g., an apple, a book). Ask them to write one slogan for it, using at least one persuasive technique learned (rhyme, alliteration, short). Collect and review for understanding of slogan creation.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 02

• Plan-Do-Review
• 35 min · Small Groups

Small Groups: Slogan Evaluation Relay

Divide five famous slogans among groups. Each pupil adds a score for memorability and relevance, then passes to the next for improvement suggestions. Groups share top revisions with the class.

Design a catchy slogan for a product or idea.

Facilitation Tip

During Slogan Evaluation Relay, limit each group to two minutes per slogan to keep the pace brisk and maintain focus on key evaluation points.

What to look for

Present students with two different slogans for the same product (e.g., 'The best biscuits ever!' vs. 'Crunchy, crumbly, delicious delight!'). Ask: 'Which slogan do you think is more persuasive and why? What makes one better than the other?' Facilitate a class discussion comparing their effectiveness.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 03

• Plan-Do-Review
• 25 min · Whole Class

Whole Class: Slogan Pitch Auction

Pupils volunteer slogans for a class 'product' like a new game. The class gets pretend money to bid on favourites, discussing why each wins or loses votes.

Compare different slogans and evaluate their persuasive power.

Facilitation Tip

In the Whole Class: Slogan Pitch Auction, model a bid with reasons before opening the floor to encourage thoughtful participation from quieter students.

What to look for

Show students a series of short phrases. Ask them to give a thumbs up if they think it's a good slogan and a thumbs down if not. For those they give a thumbs up to, ask them to quickly state one reason why it's effective (e.g., 'it rhymes', 'it's short').

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 04

• Plan-Do-Review
• 20 min · Individual

Individual: School Event Catchphrase

Each pupil designs a slogan for a school event, such as sports day. They write it on a poster with reasons for word choices, then display for peer comments.

Explain what makes a slogan memorable and effective.

What to look for

Provide students with a picture of a common object (e.g., an apple, a book). Ask them to write one slogan for it, using at least one persuasive technique learned (rhyme, alliteration, short). Collect and review for understanding of slogan creation.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

A few notes on teaching this unit

Teach this topic through cycles of creation and critique. Start with quick, fun tasks to build confidence, then introduce structured feedback. Avoid over-explaining; let pupils discover what works through trial and peer discussion. Research shows that immediate, low-stakes practice with feedback strengthens memory of persuasive techniques.

Successful learning shows when pupils create slogans that are brief, use at least one persuasive technique, and clearly link to the product or idea. They should explain their choices and compare examples with confidence.

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Watch Out for These Misconceptions

• During Pairs: Toy Slogan Brainstorm, watch for students who write long descriptions instead of short phrases.

  Prompt each pair to circle the shortest phrase they can, then challenge them to cut it further while keeping the message strong.

• During Slogan Evaluation Relay, watch for students who praise slogans only because they rhyme, ignoring whether they fit the product.

  Ask each group to explain how the slogan connects to the product’s features or benefits before rating its persuasiveness.

• During Whole Class: Slogan Pitch Auction, watch for students who bid on slogans just because they sound fun, not because they persuade.

  Before bidding, have students restate the slogan’s benefit aloud to link fun with persuasion.

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Methods used in this brief

• Plan-Do-Review