English: Phonics
A Total Communication Approach
The teaching of phonics is valued and promoted at Winchelsea. This is not straightforward and we make sure that our programmes delivered to pupils are accessible and pupils benefit from the process through meeting the individual needs and learning potential of each of our pupils. We teach using a Total Communication approach that encourages the use of sign, gesture, speech/vocalisations, text, symbols and pictures for all our pupils.
We selected Jolly Phonics as the validated systematic synthetic phonics (SSP) programme due to the fun and multi-sensory synthetic phonics methods used, we felt this would be the most engaging process for our pupils.
Pupils in Explorers and Seekers begin their phonics journey using the Letters and Sounds programme to develop their phonological awareness and Phase 1 skills. These skills are fundamental to the development of phonics for reading and spelling, pupils will continue to develop this knowledge until they are secure. This also plays a part in vocabulary development, which involves storing and internalising the sound patterns of words. In addition, we take into consideration the ability to process sounds and the impact this can have on the development of grammatical skills and understanding.
Pupils on the Enquirers Pathway begin using the Jolly Phonics programme to develop their reading and writing skills and continue this progression through to phase five where the focus then shifts to spelling and grammar development, through the shape-coding programme. Due to the various needs of our pupils, we recognise that if pupils are not able to progress through the Jolly Phonics programme we need to offer an alternative approach. The ‘Words First’ programme continues to develop reading skills through teaching pupils the High Frequency Words both individually and within a reading context, pupils realise from the very beginning that words join together to convey meaning.
Many pupils in the Discoverers Pathway will learn in a unique way. Therefore, a wide range of strategies are used to teach reading skills to these pupils. Information if often presented visually and with minimal language. Where appropriate, pupils will access the Jolly Phonics programme. However, some pupils are taught to read whole words, using a combination of photographs, picture symbols, concrete objects and words through a process of precision teach. All of our materials are adapted for individual needs and depending on the pupil, different materials are used; including communication devices or picture communication systems, such as PECS. Often the words that the Discoverers curriculum focus on are ‘life words’ to help pupils access their next step as independently as possible.
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.
Pupils will develop their reading skills through:
We use stories to further support the thematic learning of the half term, through fiction or non-fiction texts.
Curriculum Intent
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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. |
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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. |
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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. |
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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. |
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Term |
Cycle 2: Subject Intent linked to Thematic Learning |
Assessment |
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1 |
Amazing Animals: Engaging with a variety of fiction and non-fiction texts about animals. (Varjak Paw by SF Said , Dear Zoo by Rod Campbell, Leaf by Sandra Dieckmann, Rabbit and Bear: Rabbit’s Bad Habits by Julian Gough and Jim Field , Mouse Bird Snake Wolf by David Almond, Running Wild by Michael Morpurgo) |
Reading Baseline Phonics Assessment Pupil Targets |
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2 |
Toys: Pupils will have opportunities to engage with stories linked to the topic Toys, as well as reading and following instructions for playing games and making toys. (Traction Man is Here by Mini Grey, Spot’s Toy Box by Eric Hill, Kipper’s Toybox by Mike Inkpen, Dogger by Shirley Hughes, I Love You, Blue Kangaroo! By Emma Chichester Clark, Noah Barleywater Runs Away by John Boyne, The Miraculous Journey of Edward Tulane by Kate DiCamillo) |
Phonics Assessment Pupil Targets |
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3 |
Journeys: Pupils will engage with narratives where characters go on a journey. (Snail and the Whale by Julia Donaldson, Journey to the River Sea by Eva Ibbotson, Oliver and the Seawigs by Philip Reeve, The Journey by Francessca Sanna, Grandad’s Island by Benji Davies, On my Way Home by Jill Murphy) |
Phonics Assessment
Reading Book band update
Pupil Targets |
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4 |
Let’s Go: Pupils will engage with narratives and non-fiction texts about transport. (The Arrival by Shaun Tan, Ocean Meets the Sky by Eric Fan, You Can't Take An Elephant On the Bus Patricia Cleveland-Peck, The Runaway Train by , A Boy and a Bear in a Boat by Dave Shelton) |
Pupil Targets |
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5 |
Wonderful Weather: Accessing stories where the weather impact on the narrative and non-fiction texts. (Kensuke’s Kingdom by Michael Morpurgo, The Giant’s Necklace by Michael Morpurgo, Storm by Kevin Crossley-Holland, Puffin Peter by Petr Horacek, Lila and the Secret of Rain by David Conway, The Mousehole Cat by Antonio Barber, The Secret of Black Rock by Joe Todd Stanton, The Storm Whale by Benji Davies) |
Phonics Assessment
Reading Book band update
Pupil Targets |
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6 |
In the Zone: Opportunities to discuss emotions and wellness through narrative, poetry and newspapers. (Magic Finger by Roald Dahl, Ruby’s Worry by Tom Percival, A Great Big Cuddle by Michael Rosen, The Girl With the Parrot on her Head by Daisy Hirst, Tom’s Sausage Lion by Michael Morpurgo, The Promise by Nicola Davies, Augustus and his Smile by Catherine Rayner, Cloud Boy by Marcia Williams) |
Pupil Targets |
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Cross-curricular Links |
How does Reading support this? |
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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! |
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Maths Skills |
Developing the functional reading skills required for accessing word problems and Maths accreditation. |
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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:
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.
Curriculum Intent
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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. |
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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. |
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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. |
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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. |
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Term |
Cycle 2: Subject Intent linked to Thematic Learning |
Assessment |
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1 |
Amazing Animals: Experiencing vocabulary linked to animals, following verbal instructions and develop skills in naming, sorting, sequencing, retelling and innovating narratives. |
Speaking and listening Assessment ongoing throughout year through observations, self/peer assessment and targets. |
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2 |
Toys: Following and giving verbal instructions with links to building and playing toys and games. |
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3 |
Journeys: When exploring their Journey narrative pupils will develop skills in naming, sorting, sequencing, retelling and creating their own narratives. |
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4 |
Let’s Go: Conversation skills including turn taking, staying on topic, asking questions, having an opinion and stating preferences. |
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5 |
Wonderful Weather: When exploring narrative pupils will develop skills in naming, sorting, sequencing, retelling and creating their own narratives. |
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6 |
In the Zone: Developing an understanding of the different emotions how to express these as well as developing vocabulary linked to emotions and description. |
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Cross-curricular Links |
How does Speaking and Listening support this? |
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STEAM
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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. |
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Maths Skills
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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. |
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SMSC and British Values
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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
Curriculum Intent
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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. |
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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. |
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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). |
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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). |
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Term |
Cycle 2: Subject Intent linked to Thematic Learning |
Assessment |
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1 |
Amazing Animals Non Fiction: Fact files and Non Chronological Reports. |
Pupil Targets. |
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2 |
Toys Following Instructions and use of Instructional Language for a new game/toy or how to make a toy. |
Independent Writing Assessment
Pupil Targets. |
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3 |
Living My Best Life Narratives about Journeys. |
Pupil Targets.
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4 |
Let’s Go Writing explanations and reports about transport. |
Independent Writing Assessment
Pupil Targets. |
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5 |
Wonderful Weather Writing adventure narratives that involve the weather and its consequences. |
Pupil Targets. |
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6 |
In The Zone Narrative and poetry focussing on characters and their emotions. |
Independent Writing Assessment
Pupil Targets. |
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Cross-curricular Links |
How does English support this? |
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STEAM |
Provides pupils with the skills to write about experiments, events, experiences etc. |
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Maths Skills |
Developing the fine motor skills required to form numerals, complete practical Maths tasks and handle money. |
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PE Skills |
Development of fine and gross motor skills which can be built on in PE lessons. |
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SMSC and British Values |
Social: Interact with and help each other using a variety of written communication (letters, reports, blogs, diaries) and exploring the world around us. Moral: Writing gives pupils the opportunity to reflect on their own beliefs and opinions, establishing their own relationship with language. An understanding of feelings and emotions, identifying what is right and wrong in different writing opportunities. Spiritual: Opportunities to evoke emotions of awe and wonder through narrative writing. Writing is expressive and allows for a reflective process and the freedom to be creative and experiment. Cultural: Pupils are given the opportunity to write about cultural experiences. British Values: Through writing a variety of text styles pupils can learn about British Values. Persuasive writing – individual liberty, Non-fiction writing – tolerance and respect of opinions. |
Extended Opportunities/ Celebration:
Taking part in creative writing competitions.
Writing to local businesses.