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English Curriculum Statement

We endeavour for our children to have the ability to express themselves eloquently in all of their literacy endeavours, having the confidence to confront future challenges with cultured minds, a thirst for knowledge and lifelong passion for reading.

Writing Curriculum Intent

As stated in the English National Curriculum (2014), it is important that children develop the ability to: write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.


Our blended writing approach means that children will:

  • rehearse sentence and language patterns that they can then draw upon and adapt in their own writing, not only in English, but across the curriculum
  • encourages regular discussion of vocabulary and the meaning of unfamiliar words which will help the children to broaden their own vocabulary
  • be encouraged to take ownership of their own ideas in writing and revisit their writing critically
  • see teachers model the high expectations through shared writing
  • learn to write confidently across both fiction and non-fiction which can then be applied across the curriculum.

at High Oakham Primary 

What is Talk for Writing?

  • It is a story-telling process created by Pie Corbett.
  • Based on the idea that you can’t write sentences until you can say them, and you can’t say them unless you have heard them.
  • 3 stages that help children build a bank of narrative patterns they can use when creating their own stories.


The Talk for Writing Process




The most important stage!

  • About learning and retelling stories, poems and non-fiction texts
  • Collaboratively, teachers and children draw story maps and use Active Storytelling
  • These are used to retell the text again and again until embedded
  • Teachers support the children to simplify and ‘Box up’ the text into its basic elements
  • A Writer’s Toolkit is constructed to highlight important features.




  • Changing the original text when it is in the children’s long term memories
  • Two or three parts are changed –characters, setting etc.
  • Changes are shown using a post-it or by crossing out original and re-drawing in a different colour
  • Changes are added to the ‘Boxing up’ grids
  • Active Storytelling is continued throughout.

 INNOVATION – Interactive and Shared Writing

  • Adult takes ideas from the class and models writing them correctly thinking about composition and punctuation amongst other things
  • Children then write their version of the class’ innovated story. 


  • Children move to becoming independent writers
  • They write their own text based on the language patterns learnt over the past two stages
  • Starts with a modelled write –the adult chooses what to write –the children then do the same
  • Children use the Writer’s Toolkit to support them to complete the Gold Task
  • Children use Editing Stations to check and improve their writing


Visit the Talk 4 Writing website:

Retell familiar stories with your child
Create story maps with your child
Listen to Pie Corbett himself!

Ask your child to teach you some actions!