As a primary science writer, the author finds writing the books for children far more satisfying than writing those for teachers. In the pupil books, one can speak directly to the child. Teacher notes are always interpreted by somebody else, but pupil books are not mediated by the teacher in the same way. Writing them offers particular challenges: to present complex concepts in simple language, for example. With teacher materials, one can assume a high reading age, but when writing for children the language must be kept direct. The sentences must be short, active, and engaging. In this article, the author scrabbles through the long grass of curriculum requirements to provide pupil books that engage and inspire. (Contains 3 figures.)