English
In English, our main aim is for all children to develop a love of reading and be able to read with fluency and understanding. We also want children to feel confident and enthusiastic about writing and have the necessary skills needed to ensure they have access to future learning. At Lark Hill Primary School, we strive to provide thoroughly engaging experiences for children throughout the school so that they can read, write and speak fluently, communicating their ideas and emotions to others.
Please read these documents which outline our approach to teaching reading and writing.
What does reading at Lark Hill look like?
What does writing at Lark Hill look like?
English at Lark Hill Primary School
At Lark Hill, we believe that a high-quality English curriculum does far more than teach children how to read and write, it helps them to develop the skills needed to become lifelong learners. Using the Talk for Writing approach, our English lessons are designed to spark curiosity, ignite imagination, and inspire our children to think like writers, critics, and storytellers.
Our goal is to nurture reflective, active communicators who have the confidence to internalise language structures, analyse literature, explore different perspectives and build a deep, meaningful understanding of spoken, written and read language.
Our Core School Values in English
Our English learning is deeply rooted in our four core school values:
- Respect: We look closely at diverse model texts, varied literary styles, and differing perspectives, teaching children to respect the lived experiences, struggles, and achievements of characters and authors from all backgrounds.
- Responsibility: By learning about persuasive writing, powerful speeches and the consequences of language, children connect English directly to our school motto: Look after each other, look after our school, look after yourself. They see how the choices of words influence the world they are responsible for today.
- Creativity: Children engage creatively with English through story-mapping, role-play, oral retelling, analysing literary devices and presenting their original written work using multimedia.
- Challenge: We hold high expectations for all children, encouraging them to step outside their comfort zones, embrace mistakes as learning opportunities and push the boundaries of their writing using ambitious vocabulary and sophisticated sentence structures.
How We Teach English: The Talk for Writing Approach
At Lark Hill, English is taught through the multi-sensory Talk for Writing framework. We recognise that if a child can’t say it, they can’t write it. Each teaching unit follows a clear, progressive three-stage journey built around high-quality model texts, enabling children to move from oral composition to independent application:
The 3 Core Stages of T4W
- Imitation
- The Hook: A creative prompt draws the student into the unit.
- Text Mapping: Students learn a model text verbally with the help of a visual story map and physical actions to build memory.
- Cold Task: An initial assessment done before instruction to see what the student can do independently.
- Innovation
- Students modify the original text to create new versions (e.g., changing characters, settings, or reversing viewpoints).
- Shared Writing: The teacher and students compose new sections of the text together, focusing on applying specific toolkit features.
- Oral Rehearsal: Before writing a new section down, students must say their ideas aloud to check for fluency and syntactical accuracy.
- Independent Application
- Hot Task: The final, independent piece of writing.
- Students apply the structure, vocabulary and techniques they practiced verbally to show what they know.
Benefits of Oral Composition
- Reduces Cognitive Load: Because the student has already rehearsed what they want to say, the difficult work of thinking is separated from the physical act of writing.
- Builds Vocabulary: Speaking allows students to test out sophisticated, "magpie" words used in the model text.
- Improves Grammar: Students naturally identify missing words or clunky phrasing when they hear themselves speak.
Substantive & Disciplinary Knowledge in Talk for Writing
- Substantive Knowledge (Knowing the Language): Children learn established linguistic structures, grammar rules, writing toolkits, sentence patterns, spelling patterns and key genre conventions that shape fiction and non-fiction texts.
- Disciplinary Knowledge (The Skills of an Author): Children learn how language creates meaning. Through "Reading as a Writer," they explore text evidence, evaluate the effectiveness of author choices, select vocabulary for specific effect and adapt tone for explicit audiences.
What English Looks Like in the Classroom
We want our lessons to feel alive, meaningful and inclusive for every child at Lark Hill.
Early Years (EYFS)
In EYFS, Talk for Writing is delivered through rich oral storytelling, rhyme and interactive provision. Children learn class stories off by heart using physical story maps, puppets, and actions. The children change simple elements of the model text during the innovation phase. Learning also reflects key themes, celebrations and children’s interests. For example, daily conversations, story times and imaginative tales. Many of the resources used include picture books, story sacks and physical mark-making tools in provision to extend their learning and encourage their curiosity.
Key Stage 1
In Key Stage 1, children develop a deep understanding of narrative and non-fiction text types by using structured text maps, co-constructing writing toolkits and using 'boxing up' grids to analyse the underlying structure of a text. During the Innovation phase, pupils begin with basic substitutions (such as changing characters, settings, or objects) and gradually move towards more significant adaptations such as altering plot events or changing key actions, building their confidence as independent storytellers.
Key Stage 2
In Key Stage 2, children continue to refine their use of 'boxing up' grids and sophisticated genre toolkits to deconstruct complex model texts. Innovation in KS2 pushes further away from the original model text, challenging children to make major structural and stylistic changes, such as shifting narrative viewpoints, altering plot arcs, writing prequels or sequels, blending text types, or changing the overall tone; developing a mature, flexible command of written language across narrative, non-fiction, and poetry.
Inclusive & Multi-Sensory
Our English lessons are visual and kinaesthetic. Actions, story maps, sentence stems and visual toolkits ensure that all learners, including those with SEND or EAL, can orally access high-level language before putting pen to paper.
British Values Statement
British values, including democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs, are promoted throughout the English curriculum and wider school life. These concepts are taught progressively, particularly within units exploring diverse literature, persuasive writing, debate toolkits, speech-making, and global stories, where pupils develop an understanding of voice, expression, rights, and the diverse perspectives that shape life in modern society.
Oracy & Voice 21 Integration
In Talk for Writing, talk is the engine of thinking. High-quality oracy allows students to rehearse the tune of language orally before writing it down. Using the Voice 21 Oracy Framework alongside T4W, we develop student talk through four strands:
- Cognitive (Linguistic Reasoning): Students use talk to build arguments, weigh textual evidence and co-construct success toolkits.
- Linguistic (Disciplinary Vocabulary & Magpieing): Students actively practice using academic language, tier 2/3 vocabulary and grammar talk frames during oral retelling and short-burst writing.
- Physical (Rhetoric & Delivery): Students learn to adapt tone, pace, expression, and body language when performing text maps, reciting poetry or participating in debates.
- Social & Emotional (Empathy & Collaboration): Group dialogue and partner work foster active listening, constructive feedback during editing and respectful discussion around complex story themes.
The impact of the writing curriculum is measured in a number of ways. Firstly, the children have a cold task at the start of every unit, before any teaching or exposure to the model text begins. Children then complete a Cold Task or a have a go task.
- Purpose: To assess what children already know and can independently apply in a specific genre without scaffolds.
- How it Works: Children are given a stimulating hook or prompt (e.g., an image, object, or brief scenario) and asked to write in the target text type.
- Impact on Planning: Teachers analyse the cold tasks to identify whole-class gaps in grammar, text structure and vocabulary. The upcoming model text, short-burst writing focus and co-constructed writing toolkits are explicitly tailored to target these identified needs.
Formative Assessment & In-Unit Progress
Throughout the Imitation and Innovation phases, assessment is continuous and dynamic:
- Working Walls & Toolkits: Classrooms feature live working displays containing the text map, co-constructed genre toolkits and target vocabulary. Children refer to these as a working guide.
- Magpieing & Practice: Children collect ambitious language in their Magpie books/sections and apply it immediately during short-burst writing activities.
- Shared & Guided Writing: Teachers model writing daily, assessing understanding in the moment. Guided writing groups target specific pupils who require scaffolded support or further challenge.
- Live Marking & Peer Editing: Feedback is provided in the moment wherever possible. Children are taught to proofread, edit, and refine their writing in pairs or individually using green/pink pens or editing checklists before moving to the final stage.
Evaluate Assessment: The Hot Task
At the end of the unit, during the Independent Application phase, children complete their Hot Task.
- Purpose: To evaluate the learning and progress made across the entire Talk for Writing unit.
- How it Works: Children independently plan, draft and polish a brand-new text in the same genre using a fresh, rich stimulus. They apply the language structures, grammar features and toolkits learned throughout the unit.
- Measuring Impact: Teachers compare the hot task directly against the baseline cold task to measure distance travelled and evaluate pupil progress.
Overall Assessment and Moderation
- Teacher Professional Judgement: Teachers evaluate writing against age-related national curriculum expectations and internal writing frameworks, using evidence from hot tasks, cross-curricular independent writing and guided work.
- Moderation & Pupil Voice: Regular internal and cluster moderation sessions ensure consistent standardisation across year groups. Pupils regularly take part in 'pupil voice' meetings to share their writing portfolios, discuss their progress as authors and reflect on their personal targets.