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Subject Statement of Intent – Writing

At Holy Rosary, we believe that a quality English curriculum should develop children’s love of reading, writing, performing and discussion. We understand that children join our school with varying starting points and as a result we provide opportunities for children to enhance their language and vocabulary through a variety of learning.

We recognise the importance of nurturing a culture where children take pride in their work through published pieces of writing; that they can write clearly and accurately and adapt their language and style for a range of contexts.

Children learn to handwrite using the Nelson Handwriting scheme, and are taught correct letter formation from Early Years and Key Stage 1, moving on to joining letters in Key Stage 2. 

 We develop writing skills so that children have the stamina and ability to write at the age related standard. We provide a wide range of activities including the use of film and imagery, music, ICT, modelled, shared and guided writing, self and peer assessment and discussion. All children are given the opportunities to plan, draft, edit and then re-draft their published pieces so that they are proud of their work. We expect the children to demonstrate these skills in all forms of writing in all subjects including, Religion, Science, History and Geography. Children are given opportunities to communicate with their peers and adults through discussions to develop their learning and to build confidence. We teach our pupils to speak clearly; to convey their ideas fluently and confidently and to ask a variety of questions. Children are encouraged to share and express their ideas in order to develop a more sophisticated vocabulary independently.

From September 2021, we have implemented the Talk for Writing approach at Holy Rosary. This 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.

This is used from Nursery through to Year 6.  Talk for Writing was developed by the author Pie Corbett. Talk for Writing enables children to imitate the key language they need orally before they try reading, analysing and recording it.  It is a fun, creative yet also rigorous approach to develop writers.

Talk for Writing has three key phases which work together to develop knowledge, confidence and independence in writing:


During this phase the children create actions to accompany the oral re-telling of the story. They may also create story maps or boxed-up plans to depict actions and events from the text. The key to success is that children internalise the text type through repetition and rehearsal. They also begin to look closely at the language and text features that have been used, as well as grammar being taught throughout. 


During this phase the teacher begins to change aspects of the model text using ideas from the children. They explore the text using different characters, settings or events and new ideas for descriptive language. They may wish to stick closely to the original model during this phase, to build confidence in the structure of the text type. This process enables the children to write their own versions through the development of good words and phrases which they can ‘magpie’.  It is during this phase that children also look at how they can address their targets to progress their writing.

Invention (Independent Application)

This final phase is a chance for the children to plan and write their own versions of the text, based on the conventions of the text type they have been learning about. They plan their ideas and being to experiment to create their own writing style using sentence types from the original model. This final piece of writing in the sequence is done independently, to show progress from the beginning of the unit to the final piece. 

Long Term Overview

Click the buttons below to view the yearly overview of model texts and types of writing which are covered in each year group.

Progression Maps

Below are the progression maps for writing across the school. They map the journey of the children’s learning from Foundation Stage through to Year 6 under the different elements of writing.


Assessment of Writing is completed by class teachers at the end of a Talk for Writing unit. 

In Early Years Foundation Stage, writing is assessed using the Early Learning Goals and Development Matters for Writing. This is recorded using the Tapestry Online Learning Journal and Insight Tracker.

In KS1 and KS2, writing is assessed against key knowledge descriptors for each area of the curriculum. This is also recorded using Insight Tracker.

Teachers at Holy Rosary work together, along with others in the borough to moderate work, ensuring teacher judgements are fair and accurate.