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Example 1 of 6 · Adventure story

Adventure story example: The Lighthouse Key

A strong 11+ adventure story about a key, a lighthouse and a rising tide, with notes on the opening, similes, tension and the ending.

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The task

Write an adventure story in which a character discovers something that has been hidden for a long time.

  • Think about where your story is set and what is at risk.
  • Plan a clear beginning, problem, climax and ending.
Type of task
Adventure story
Suggested time
40 minutes
Length of this example
About 466 words
Notes
12 things that earn marks

An example written by Academy11+. It shows what a strong Year 5 or Year 6 writer can produce in about 40minutes. It isn't a real child's work or a real exam paper, and it isn't marked against any one school's mark scheme: the notes explain what markers generally look for.

An example written by Academy11+

The Lighthouse Key

About 466 words. Numbers link to the notes.

Crash!1 The shed door slammed shut behind me and the torch flickered, then died. Somewhere in the darkness, something metal clattered onto the floor.

When my eyes got used to the gloom, I spotted it glinting between two paint tins: a heavy iron key, as long as my hand, with a tiny lighthouse carved into its handle2. A brown luggage label hung from it on a piece of string. In faded, spidery writing it said: Rock Point. Low tide only.3

Everyone in Pennick knew Rock Point lighthouse. It stood on a jagged island of black rocks at the end of the bay, its white paint peeling like sunburnt skin4. Nobody had been inside for thirty years. At low tide, a narrow path of slippery stones appeared, linking it to the beach for about an hour. Then the sea swallowed it again.

'We can't,' whispered my little brother Sam when I showed him. But his eyes were shining. I checked Gran's tide chart on the fridge. Low tide: 2:15pm. It was 1:50.5

The path was worse than I had imagined. Seaweed, slimy as cold spaghetti, coated every stone, and twice Sam's trainers skidded out from under him. Gulls screamed overhead as if they were warning us to turn back.6 At last, breathless, we reached the rusty door. I pushed the key into the lock. It wouldn't turn. I twisted harder, gritting my teeth, until – clunk – the door groaned open7.

Inside, a spiral staircase wound up into the shadows. We climbed and climbed (Sam counted ninety-seven steps before he gave up)8 until we burst into the lamp room at the top. Sunlight poured through the dusty glass. In the middle of the floor sat a small wooden chest.

My hands were trembling as I lifted the lid. There was no gold, no jewels – just9 a bundle of letters tied with ribbon and a black-and-white photograph of a young man in a keeper's uniform. He had Gran's smile. 'It's Grandad,' Sam breathed.

Then I glanced out of the window and my stomach dropped10. The path had vanished. Grey waves were already sloshing over the stones.

We flew down the stairs, the chest clutched to my chest. Water swirled around our ankles, then our knees, icy and pulling. I gripped Sam's hand so tightly it hurt. Step. Slip. Step.11 When we finally staggered onto the sand, soaked and shaking, Gran was standing there with her arms folded.

I was sure we were in the worst trouble of our lives. Instead, she looked at the photograph and her eyes filled with tears. 'I've been waiting a long time for someone to bring him home,' she said softly.

That night, the key hung on a hook by the fire. And every time I looked at it, I could almost hear the sea12.

What earns marks

Each number matches a highlighted phrase in the piece.

  1. 1

    Opening

    “Crash!”

    A one-word sound opening drops the reader straight into the action. The two short sentences that follow keep the pace quick, with no long build-up.

  2. 2

    Description

    “as long as my hand, with a tiny lighthouse carved into its handle”

    Precise detail makes the key feel real. Saying exactly how big it is and what is carved on it is better than calling it "old" or "mysterious".

  3. 3

    Structure

    “Low tide only.”

    Foreshadowing: the label quietly sets up the danger later in the story. Markers like it when an early detail pays off.

  4. 4

    Vocabulary

    “peeling like sunburnt skin”

    An original simile. It's a fresh comparison a reader can picture, not a well-worn one like "as white as snow".

  5. 5

    Sentence variety

    “Low tide: 2:15pm. It was 1:50.”

    Two very short sentences start a ticking clock. The reader now knows the children have only a short time, which builds tension without saying "it was tense".

  6. 6

    Vocabulary

    “Gulls screamed overhead as if they were warning us to turn back.”

    Personification: the gulls seem to be warning the children. It adds atmosphere and hints that something will go wrong.

  7. 7

    Punctuation

    “until – clunk – the door groaned open”

    A pair of dashes frames the sound effect and makes the reader pause, just as the narrator does. "Groaned" is a strong verb doing the work of an adverb.

  8. 8

    Punctuation

    “(Sam counted ninety-seven steps before he gave up)”

    Brackets add a small, funny aside that tells us something about Sam. Using brackets, dashes, colons and speech marks correctly shows a wide range of punctuation.

  9. 9

    Structure

    “There was no gold, no jewels – just”

    The story sets up treasure and then gives the reader something more moving instead. A twist like this makes a story memorable.

  10. 10

    Voice and audience

    “my stomach dropped”

    Show, don't tell: the narrator's fear is shown through how her body reacts, rather than "I was scared". The new paragraph marks the change of mood.

  11. 11

    Sentence variety

    “Step. Slip. Step.”

    One-word sentences slow the reader down to the children's careful steps through the water. It's at the climax, where it counts.

  12. 12

    Ending

    “I could almost hear the sea”

    A calm, quiet ending after the drama. It returns to the key from the start of the story, so the piece feels complete.

What would make it even better

Even a strong piece can be improved. These are the next steps a marker might suggest.

  • "The chest clutched to my chest" repeats the same word in two meanings. "The box clutched to my chest" would read more smoothly: always reread for repeated words.
  • A sentence or two earlier on about how much the narrator misses Grandad, or how Gran never talks about him, would make the ending hit harder.
  • Several sentences start with "Then" or "I". Changing one or two openers ("Without a word, …", "Heart pounding, …") would add more variety.

Your turn

Write an adventure story called "The Map Under the Floorboards".

Give yourself 40 minutes, including a few minutes to plan and a few to check.

  • Open with a sound, an action or a line of speech.
  • Plant one small detail early that matters later.
  • Use very short sentences at your most exciting moment.

Get feedback on your child's story

Reading an example helps, but nothing beats feedback on your child's own writing. On Academy11+ your child writes to 11+ style prompts, typed or as a photo of their handwriting, and gets feedback on what went well and what to improve next. Try it free for 7 days.

Want a writing challenge too? Try the Academy11+ writing competition.

See all 6 example stories · Learn the techniques · Printable worksheets

Questions about this kind of task

How long should an 11+ adventure story be?

There's no single right length, and schools and exam boards set different tasks and times. This example is about 500 words, which is a realistic length for a strong Year 6 writer in around 40 minutes. A shorter story that is well planned, accurate and has a proper ending usually does better than a long one that runs out of time.

What makes a good opening for an 11+ story?

Start close to the action: a sound, a line of speech, a short dramatic sentence or an intriguing detail. Avoid starting with waking up or "One day…". The aim is to make the marker want to read the next line.

Should my child copy this story in the exam?

No. Use it to see how the techniques in the notes work, then practise using them in your child's own ideas. Markers want original writing, and the tasks on the day are rarely the same as practice titles.