Transformative English teaching at HSH: Triumph of the 'Talk for Writing' approach

At Huili School Hangzhou, we are dedicated to creating a learning environment that surpasses traditional textbooks, embracing innovative and effective teaching methods. Just as the HSH has successfully implemented the Talk for Writing framework into our English curriculum, we uphold a commitment to providing a unique and enriching educational experience. Our values align seamlessly with the core principles of the Talk for Writing approach, emphasising not only academic excellence but also the development of essential skills such as oracy, creativity, and confidence in English language proficiency.  

Read further as Matthew Morris, Deputy Head of English details how we teach English at Huili Primary School, and you will discover the essence of our mission, vision, and values reflected in every facet of our pedagogical approach. 

Matthew Morris

Deputy Head of English

Often, parents will ask me: “Mr Morris, how do you teach without a textbook?” To answer that question, it’s worth looking in depth at how we have developed our English curriculum, which reveals a fundamental difference in culture and approach, and one that we embrace here at Huili School Hangzhou.  

Central to our primary English teaching is the adapted Talk for Writing framework, a flexible and adaptable method suited to our unique educational environment. Talk for Writing is an approach to English teaching developed in the UK by Pie Corbitt, an author and former headteacher. It is used by many schools in the UK and is a trusted method of empowering pupils with the confidence and skills to write independently. 

As the name suggests, talk is a major part of the strategy and is a fundamental pillar of how we develop pupil oracy. A Talk for Writing unit of work is split into three phases: 

During the imitation phase, pupils are introduced to a model text – a quality example of the genre being studied. The class begin by talking the text, discussing likes and dislikes, identifying patterns, asking questions and becoming intimately familiar with it. 

Time is then spent learning to retell the text orally, helping pupils to internalise the structure of the text without trying to learn it by rote. This also aids in pupils being introduced to naturalistic English language structures in an authentic setting. 

As pupils are starting out on their learning journeys, they use story maps to create a visual summary of the story, which aids them in retelling it. As they grow in confidence, they begin to add more writing to their story maps. Eventually, the story map is replaced with a ‘boxing up’, where pupils solely use writing to summarise the story.  

（Pupil story map）

Within the boxing up, pupils can be provided with progressively less scaffolding and support as their confidence in English grows. For example, when first using it, pupils might be given the ‘toolbox’ (a generic version of the text elements - story events or non-fiction paragraph) and discuss how to summarise each section. Later, they will be expected to analyse the text and construct the toolbox and summary independently. 

This initial internalisation is followed by learning the key skills needed to write the genre. This can take the form of learning the structure of the text types, narrative skills like character description or story openings, and explicit grammar instruction – which often uses the text as a vehicle to practice, such as writing new dialogue for the characters in the story to practice using speech marks.  

In the innovation phase, the class work together to plan out a ‘shared’, or whole-class, version of the text, changing the model text through four key approaches: 

Addition, where the model text is largely kept the same, but new elements are added;  

Substitution, where elements such as characters or settings are changed; 

Alteration, where the core elements of the text are changed in a more significant fashion, such as changing the ending of a story;  

Innovation, where the underlying structure of the text is used as a springboard to write a completely different text.  

（Class story map plan）

These approaches are not always discrete and are often combined based on the needs of the class and the nature of the text type. 

While pupils are using story maps, the innovation is planned using Post-it notes to make quick additions and substitutions. The class will plan the shared text, and pupils concurrently use this as support to plan their own innovations.  

The text is then often written together as a ‘slow write’, where the teacher will begin discussing word by word, then sentence by sentence. As the text develops, pupils move off and continue writing independently. Pupils are then supported in editing their work to improve it.  

Following the completion of the shared write, the class teacher assesses any key skills the class need to revisit. This will be taught or retaught before the pupils begin the final phase. 

The final phase of the process is the invention. In this phase, pupils are expected to use all of their learning up to this point and apply it to a piece of writing with increasing independence. Pupils will be given a brief to write in the same genre as the model text. As pupils grow in confidence, those briefs are designed to ensure the pupils are using the core structure of the text while also developing new ideas. 

（Pupil story map plan）

The planning tools provided in this phase are designed to support this and are given with a range of support for the pupils as needed. 

Following the planning stage, pupils begin writing independently and edit by themselves. This writing gives teachers an excellent insight into both the independent skills of the pupils and the class, with which data we are then able to better tailor our following instruction to the needs of the individual pupils, groups of pupils, the class and the grade as a whole. 

（Pupil boxing up plan）

This approach has been a great success here at Huili Primary. It empowers us as teachers to structure the pupils’ learning in such a way that, no matter their English ability, they are supported and challenged appropriately, using authentic language to improve their literacy. The beauty of it is that it simultaneously gives pupils the tools to develop their confidence while also allowing them to express their creativity.  

The range of tools we use gives us several ‘dials’ we can use to adjust levels of challenge appropriate for all, and adaptable for classes of diverse pupils with different learning needs. Equally, we can respond to the pupils’ interests and ensure that the learning is targeted to our specific pupils. This is something that a textbook can never provide and ensures our teaching is always bespoke and meets the needs of all. 

At Huili School Hangzhou, by nurturing our pupils through the imitation, innovation, and invention phases, we not only ensure academic excellence but also empower them to express their creativity and build confidence in English. As we continue to champion this methodology, we reinforce our dedication to shaping well-rounded individuals with strong values who are not just proficient in academics but also equipped with the skills essential for success in global society.