Intent

In our MAT, with the children, we develop an excitement for English through building a knowledge and skills-based toolkit which, together, we personalise through creative application. The expectations for every year group are underpinned using the National Curriculum for each of the elements of English and embellished through the Talk for Writing progression in writing framework. Our intent is to develop enthusiastic, confident, and highly capable writers who articulate their ideas fluently. Through the Talk for Writing approach, we aim to immerse pupils in rich, high-quality texts so they can internalise story structures, vocabulary, and linguistic patterns. We believe that if a child can say it, they can write it. By embedding a strong foundation of oracy, we empower every child—regardless of background—to express themselves creatively, understand their audience, and write for a range of purposes. We invest time and prioritise English learning in order that it may be applied to enhance every other aspect of the curriculum and in daily life.

Implementation 

At St Mark's, our English curriculum is delivered through the Talk for Writing approach, which enables children to develop confidence, creativity and independence as writers. This approach is built around the principles of imitation, innovation and independent application, providing pupils with a clear pathway to writing success.

Each unit begins with a high-quality model text that is carefully chosen to expose pupils to rich vocabulary, ambitious language structures and key features of the genre. Through oral rehearsal, text mapping and repeated retelling, children internalise language patterns and develop a deep understanding of how effective texts are constructed, creating a writing toolkit specific to a particular genre.

During the innovation stage, pupils explore and adapt the model text, experimenting with vocabulary, sentence structures and ideas while developing their understanding of the writer's craft. Teachers provide explicit instruction in grammar, punctuation and composition skills within meaningful contexts, ensuring that pupils understand how these elements enhance writing.

In the independent application stage, pupils draw upon their learning to plan, draft, edit and publish their own writing for a range of purposes and audiences. Opportunities for discussion, oral rehearsal and collaborative learning are embedded throughout the writing process, enabling children to articulate their ideas before committing them to paper.

Writing is further enriched through links to high-quality literature, wider curriculum topics and real-life experiences, ensuring that pupils have a meaningful context and purpose for their work. Through this carefully sequenced approach, children develop the knowledge, skills and confidence needed to become successful communicators and enthusiastic writers.

 

Inclusion and support

Interventions and adapted lessons for English are in place for individual children with SEND; all other children receive regular support, adapted work or resources as part of their English lessons with further support for individuals or small groups where there is a need identified. Task types are varied and adapted to suit different pupils and their learning preferences. For those children with additional, identified needs or a barrier to learning we adapt our teaching in many different ways, including:

• Visual aids / illustrations / symbols (including Widgit)
• Story maps, text maps (Talk for Writing) and actions
• Word banks/sentence stems 
• Pre-teaching of new vocabulary
• Generated class models of writing
• Live modelled writing (talking out loud the writing process)
• Developing a deeper understanding through opportunities to role play
• Read or scribe where needed
• Use of ICT (touch typing, voice typing and Read Write)

 

Progression of Skills (Talk for Writing)

progression document.pdf

 Spelling 

At St Mark's, Spelling Shed has had a positive impact on spelling attainment and pupil engagement across the school. The platform's interactive activities motivate children to practise regularly, while the Mastery Zone helps pupils consolidate and retain key spelling patterns through targeted revision.

As a result, we have seen increased confidence, improved spelling accuracy in writing, and greater enthusiasm for learning. Spelling Shed continues to be a valuable tool in supporting pupils to become successful and independent writers.

Handwriting

At St Mark's, we place a strong emphasis on developing neat, fluent and legible handwriting. Pupils are explicitly taught letter formation through letter families and are progressively introduced to specific letter joins to support the development of a consistent cursive style.

Teachers model handwriting regularly, using online writing repeater tools to demonstrate correct formation, joins and presentation. Children are also taught the importance of good handwriting habits, including correct sitting position, pencil grip and posture, to ensure comfort, control and efficiency when writing.

Through consistent teaching and practice, pupils develop confidence, stamina and pride in their written work.

Progression in Handwriting at St Mark's

handwriting progression st marks cep.pdf

 

Impact

The implementation of Talk for Writing across Key Stage 1 and Key Stage 2 has had a positive impact on pupils' confidence, attainment and enjoyment of writing. Through regular opportunities to rehearse language orally, internalise high-quality model texts and explore the features of different genres, pupils develop a strong understanding of how effective writing is constructed.

Children demonstrate increased confidence when discussing ideas, using ambitious vocabulary and applying key grammatical structures in their writing. The structured sequence of imitation, innovation and independent application enables pupils to build on prior learning and write with increasing independence and creativity.

Across the school, pupils produce writing that is well-organised, purposeful and appropriate for a range of audiences and purposes. They are able to draw upon a rich bank of vocabulary and language patterns acquired through the Talk for Writing process, resulting in improved quality and stamina in writing.

The consistent approach used throughout KS1 and KS2 ensures progression in both knowledge and skills, allowing pupils to build securely on previous learning. As a result, children develop as confident communicators who can articulate their ideas clearly, think critically about language choices and take pride in their written work.

By the time pupils leave St Mark's, they are equipped with the skills, knowledge and confidence needed to succeed in the next stage of their education, with many demonstrating a genuine enthusiasm for writing and a strong understanding of its purpose and power.