Winchelsea School

English

English: Reading

Aims

For all our pupil’s to harness a love of books and stories with as many pupils as possible developing their skills to be able to enjoy reading, so that their Worlds become bigger and more exciting because of it.

We use stories to further support the thematic learning of the half term, through fiction or non-fiction texts.

Have opportunities to access a variety of texts, genres and authors.
Access a phonics curriculum at the appropriate level for their development.
Read individually, in small groups and as a class on a regular basis.
Develop functional reading skills to support their independence.
Establish skills required for accessing appropriate accreditation.

Curriculum Intent

Explorers & Seekers	Our Explorers and Seekers classes’ reading curriculum involves developing associated skills such as sequencing, top/bottom, front/back, left/right discrimination, and looking after books. Additionally it is vital our children develop their skills in listening, attention and discriminating sounds through regular listening and attention activities such as joint attention, and daily rhymes and songs. We aim for our children to develop a love of literature – reading for pleasure. Pupils are introduced to Jolly Phonics programme where appropriate.
Discoverers	The Discovery curriculum provides opportunities for pupils to experience and engage with books, rhyme and develop Phase 1 phonics skills. Pupils are introduced to Jolly phonics programme where appropriate. In addition we aim for pupils to experience, listen to and look at a range of texts and stories within their whole curriculum.
Enquirers	The Enquirers curriculum focusses on developing the phonics skills, through the Jolly phonics programme, required to access the curriculum. Alongside this, pupils will develop their comprehension skills. As well as creating opportunities to experience a breadth of texts through lessons, one to one reading, guided reading and class reading time which provide insights to different cultures, topics, worlds and times.
Enquirers KS 4	Pupils within the Navigators curriculum work on skills required to complete their accredited work or exam (Functional Skills or ASDAN personal progress). In addition we aim to ensure all pupils are accessing a variety of literature; through lessons, one to one reading, guided reading and class reading time which allows them to experience and discuss different cultures, topics, worlds and times.

Term	Cycle 1: Subject Intent linked to Thematic Learning	Assessment
1	Heroes that Help us: Engaging with a variety of texts which explore the idea of being a hero or helping people. (Zog and the Flying Doctors by Julia Donaldson, Pig Heart Boy by Malorie Blackman, The Bubble Boy by Stewart Foster, Monkey Puzzle by Julia Donaldson, The Robot and the Bluebird by David Lucus).	Reading Baseline Phonics Assessment Pupil Targets
2	Light Fantastic: Exploring picture books, some wordless, linking to the theme of dark, light and colour. (Orion and the Dark by Emma Yarlett, The Dark by Lemony Snicket, Coming Home by Michael Morpurgo, Once Upon a Snow Storm by Richard Johnson.)	Phonics Assessment Pupil Targets
3	Feast for the Senses: Pupils will have the opportunity to read books which develop their understanding of difference senses or stories which discuss the wonder of the human body. (Funnybones by Janet and Allan Ahlberg, We are all Wonders – R J Palacio, Wonder by R.J.Palacio, George’s Marvellous Medicine by Roald Dahl, A Monster Calls by Patrick Ness)	Pupil Targets
4	BEE Happy: Opportunities to discuss emotions and wellness through books and newspapers (Where the Wild things are… by Maurice Sendak, The Giant Jam Sandwich by John Vernon Lord, The Bee who Spoke by by Al MacCuish and Rebecca Gibbon, Charlotte’s Web by E.B.White, Varmints by Helen Ward, The Last Wild by Piers Torday, TheHappyNewspaper.com)	Phonics Assessment Pupil Targets
5	Food, Glorious Food: Traditional narratives from around the world linked to farming, growing and food. (The Gigantic Turnip by By Aleksei Tolstoy, Pattan’s Pumpkin By Chitra Soundar, Cereal Superfan by Julia Donaldson, Grendel: a Cautionary Tale about Chocolate by David Lucas The Iron Man by Ted Hughes.)	Pupil Targets
6	You’ve Got a Friend in me: Accessing narratives with characters who demonstrate resilience in sport and other areas of life. (Running on Empty by S.E Durrant, Olympig by Victoria Jamieson, The Fastest Boy in the World by Elizabeth Laird, Harry Miller’s Run by David Almond, Ready, Steady, Mo! By Kes Gray and Mo Farah, Frog Olympics by Brian Moses)	Phonics Assessment Pupil Targets

Cross-curricular Links	How does Reading support this?
STEAM	Provides pupils with the functional reading skills to access other areas of the curriculum. Give creative ideas to develop practical ideas from. A book can be a great source of inspiration!
Maths Skills	Developing the functional reading skills required for accessing word problems and Maths accreditation.
SMSC and British Values	Social: Interact with and help each other and exploring the world around us through a variety of different texts. Moral: Texts provide opportunities to discuss situations and characters moral decisions. Spiritual: Use of texts to evoke emotions of awe and wonder, learning to respect ourselves and others. Cultural: Reading texts learning about different cultures and times. British Values: Through reading a variety of texts pupils can learn about British Values. Persuasive writing – individual liberty, Non-fiction writing – tolerance and respect of opinions.

Extended Opportunities/ Celebration:

World Book Day
Reading at home - Pupils have reading scrapbooks that go home to encourage weekly reading with parents/carers.

English: Speaking and Listening

Aims

For our pupil’s speaking and listening is the most fundamental skill they will learn, we see this as not only a crucial part of their learning but integral to everything that they do, across the curriculum.

Be able to communicate, and be communicated with, in the best way for them.
Have opportunities to learn and practise key speaking and listening skills.
Learn strategies which can support their speaking and listening when accessing the curriculum and for future life.
Develop functional speaking and listening skills to support their independence.
Establish skills required for accessing appropriate accreditation.

Curriculum Intent

Explorers & Seekers	In Explorers and Seekers curriculum speaking and listening encompasses developing all forms of communicative responses and intent. For some of our pupil’s, Total Communication teaching includes the use of signing, symbols or ICT systems to support them. Class staff work closely with the SALT team, where appropriate, to incorporate recommended tools and strategies to support speaking and listening.
Discoverers	In the Discovery curriculum speaking and listening includes developing all forms of communicative responses and intent. For some of our pupil’s, Total Communication teaching includes the use of signing, symbols or ICT systems to support them. Class staff work closely with the SALT team, where appropriate, to incorporate recommended tools and strategies to support speaking and listening.
Enquirers	Develop strategies which can support their speaking and listening when accessing the curriculum and for independence. These include following instructions; taking part in conversations; social skills with peers; expressing their opinions; answer questions appropriately; learning and use new vocabulary.
Enquirers KS 4	Accreditation: Completing their accredited exam. Develop strategies which can support their speaking and listening when accessing the curriculum and for after Winchelsea. These include following instructions; taking part in conversations and debates; expressing their opinions; answer questions appropriately; learning and use new vocabulary; using formal and informal language appropriately.

Term	Cycle 1: Subject Intent linked to Thematic Learning	Assessment
1	Heroes that Help us: Understanding who and how pupils can ask for help in difference situations and in the community. Developing sentence structure skills.	Speaking and listening Assessment ongoing throughout year through observations, self/peer assessment and targets. Speaking and Listening summative assessment used when needed to reassess pupils.
2	Light Fantastic: When exploring their winter story pupils will develop skills in naming, sorting, sequencing, retelling and creating their own narratives.
3	Feast for the Senses: Exploring different senses and the descriptive language and concept words which help explain what pupils experience. Pupils will also have opportunities to develop skills in following verbal instructions.
4	BEE Happy: Developing an understanding of the different emotions, how to express these as well as developing vocabulary linked to emotions and description.
5	Food, Glorious Food: Experiencing vocabulary linked to food, following verbal instructions and develop skills in naming, sorting, sequencing, retelling and innovating narratives.
6	You’ve Got a Friend in Me: Conversation skills including turn taking, staying on topic, asking questions, having an opinion and stating preferences.

Cross-curricular Links	How does Speaking and Listening support this?
STEAM	Pupils will develop the speaking and listening skills to access the curriculum: follow instructions; take part in conversations; express their opinions; answer questions appropriately; learn, use new vocabulary and be able to express an interest and their curiosity.
Maths Skills	Pupils will develop speaking and listening skills to help access and discuss the problem solving and reasoning in the Maths curriculum in addition to using skills to help follow instructions.
SMSC and British Values	Social: Encouraging pupils to work co-operatively, recognising and respecting social differences and similarities. In addition it providing pupils with a linguistic framework or tools within which to understand and debate social issues which can in turn provide opportunities for engaging in the democratic process and participating in community life. Moral: Developing an open and safe learning environment in which pupils can express their views and practise moral decision-making. Spiritual: Staff value pupils’ questions and give them space for their own thoughts, ideas and concerns. We enable pupils to make connection between aspects of their learning and encourage pupils to relate their learning to a wider frame of reference – for example, asking ‘why?’, ‘how?’, ‘where?’ as well as ‘what?’ Cultural: Helping pupils to understand how language changes over time, the influences on spoken, and written language and social attitudes to the use of language. British values: Pupils have the opportunity to demonstrate Mutual respect for and tolerance of those with different faiths and beliefs in conversations. There is the opportunity to show an understanding of rule of the law in conversations and when following instructions and expresses themselves with individual liberty.

Extended Opportunities/ Celebration: All celebration days give pupils the opportunity to develop their speaking and listening skills within a different context.

English: Writing

Aims

Develop fine motor skills required for accessing the curriculum, independence and writing.
Access a phonics or spelling, punctuation and grammar curriculum at the appropriate level for their development.
Be provided with a range of experiences, including practical and cross-curricular opportunities which enable pupils to enjoy writing and to communicate successfully and appropriately in different contexts.
Develop functional writing skills to support their independence.
Establish skills required for accessing appropriate accreditation.

Curriculum Intent

Explorers & Seekers	In Explorers and Seeker’s classrooms communication and engagement is the main focus for pupils. Pupils develop their skills in listening, attention and discriminating sounds through regular listening and attention activities such as joint attention, and daily rhymes and songs. Pupils develop gross and fine motor skills through a variety of mark making opportunities. Experience a broad range of writing activities (shopping lists, letters, notes, stories etc.) Introduction to Jolly phonics programme where appropriate.
Discoverers	In the Discovery curriculum communication and engagement is the main focus for. Pupils develop their skills in listening, attention and discriminating sounds through regular listening and attention activities such as joint attention, and daily rhymes and songs. Pupils develop gross and fine motor skills through a variety of mark making opportunities. Experience a broad range of writing activities (shopping lists, letters, notes, stories etc.) Introduction to Jolly phonics programme where appropriate.
Enquirers	Through the Enquirer’s curriculum pupils develop the gross and fine motor skills through a variety of opportunities. Pupils continue to develop the phonics, spelling, punctuation and grammar skills, required to access the whole curriculum, through the Jolly phonics and Jolly Grammar programme. In addition they will experience a broad range of fiction and non-fiction writing activities throughout the whole curriculum (letters, stories, reports, explanations, instructions).
Enquirers KS 4	Navigators writing curriculum focusses on them developing the skills required to complete their accredited exam or coursework. Pupils continue to develop gross and fine motor skills through a range of activities. In addition to the phonics, spelling, punctuation and grammar skills, required to access the curriculum, through the Jolly phonics and Jolly Grammar programme. Alongside these skills pupils will experience a broad range of fiction and non-fiction writing activities throughout the whole curriculum (letters, stories, reports, explanations, instructions).

Term

Cycle 1: Subject Intent linked to Thematic Learning

Assessment

Heroes that Help us

· Letter/email thanking a hero.