At Piddle Valley, we strive to help our children develop into articulate and imaginative communicators, who are well-equipped with the basic skills they need to thrive in the future. English learning is key in this. We aim to ensure all of our children develop a genuine love of language and the written word, through a text-based approach which links closely to the way we teach reading skills. The text that we use in writing lessons, where possible, is the same text as the one that we use in Reading Skills (VIPERS) lessons.
We underpin our English work by establishing a core reading spine of quality fiction, poetry and non-fiction that all children experience and draw upon. Imaginative units of work are developed to create a whole-school plan that is adapted each year based upon subject cycles. Teachers select their core texts from the Pie Corbett Reading Spine for each year group (please see below).
Careful links are made across the curriculum to ensure that children’s English learning is relevant and meaningful. Where possible we link our reading, writing and the topic that we are covering. The main 'subject driver' could be history, geography or science and our texts will often tie in with one of these.
The Talk for Writing Approach
At Piddle Valley we teach writing through the Talk for Writing approach. We selected this approach because it is evidence-based and has strong academic research that underpins the process.
Talk for Writing is an engaging teaching framework developed by Pie Corbett, supported by Julia Strong. It is powerful because it is based on the principles of how children learn. It enables children to imitate the language they need for a particular topic orally, before reading and analysing it, and then writing their own version.
The Talk for Writing approach enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that children internalise the language structures needed to write through ‘talking the text’, as well as close reading. The approach moves from dependence towards independence, with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.
The key phases of the Talk for Writing process enables children to imitate orally the language they need for a particular topic, before reading and analysing it, and then writing their own version. The full Talk for Writing process is outlined here: Talk for Writing