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.
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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Navigators |
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 3: Example of Subject Intent linked to Thematic Learning |
Assessment |
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1 |
Wonderful World · Environmental Narrative (Somebody Swallowed Stanley, Floodland, Tidy). · Newspapers and reports about recycling and plastic waste. |
Reading Baseline Phonics Assessment Pupil Targets |
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2 |
Treasure Seekers · Adventure/fantasy Narrative (The Pirates Next Door - Jonny Duddle, 10 little pirates, Pirates! an adventure with scientists) · Poems with Rhythm · Instructions to find treasure. |
Phonics Assessment Pupil Targets |
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3 |
Home- Sweet- Home · The Three Little Pigs · Non-Fiction texts about Houses and Homes and historical artefacts. |
Pupil Targets |
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4 |
Roots – Shoots – Muddy Boots · Narratives (Jack and the Beanstalk, The Tale of Peter Rabbit, The Tin Forest) · Instructions for planting. |
Phonics Assessment Pupil Targets |
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5 |
Bee Happy · Adventure Narrative (Famous Five, Where the Wild things are!) · Wordless picture books (Window) · Reports about animals |
Pupil Targets |
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6 |
Winning and Loosing · Reports · Recounts · Narrative (Running on Empty, Olympig!, The Hundred-Mile-an-Hour Dog Goes for Gold! Cliffhanger) · Rhyming Poetry (Ready Steady Mo Mo.) |
Phonics Assessment 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. |
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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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Navigators |
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 3: Example of Subject Intent linked to Thematic Learning |
Assessment |
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1 |
Wonderful World · Expressing an opinion/Debating the impact of plastic pollution or climate change. · Questioning to find out more about plastic pollution. |
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. |
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2 |
Treasure Seekers · Following a pirate story. · Innovating and telling a pirate story · Following/giving verbal instructions to find treasure. |
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3 |
Home- Sweet- Home · Questioning to find out more about historic items. · Explaining/Describing houses. |
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4 |
Roots – Shoots – Muddy Boots · Questioning to find out more. · Following/giving instructions for planting. |
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5 |
Bee Happy · Following a story about adventure. · Telling an innovated or invented adventure story. · Following a conversation with another person. · Following verbal instructions to |
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6 |
Winning and Loosing · Debating skills /stating preferences about · Listening and responding to the views of others. |
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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 and use new vocabulary. |
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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?’ and ‘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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Navigators |
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 3: Example of Subject Intent linked to Thematic Learning |
Assessment |
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1 |
Wonderful World · Reports about the impact of plastic pollution. · Letters is response to the impact of plastic pollution or climate change. |
Peer/ Self-assessment/ Targets. |
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2 |
Treasure Seekers · Adventure Stories · Explanation Texts about Pirates/Characters · Poems with Rhythm |
Independent Writing Assessment Peer/ Self-assessment/ Targets. |
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3 |
Home- Sweet- Home · Explanation texts about Homes. · Labelling in non-fiction texts. |
Peer/ Self-assessment/ Targets. |
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4 |
Roots – Shoots – Muddy Boots · Diary Writing · Instructions of How to grow a plant. |
Independent Writing Assessment Peer/ Self-assessment/ Targets. |
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5 |
Bee Happy · Non-Chronological Reports on animals · Innovation/Invention of narrative |
Peer/ Self-assessment/ Targets. |
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6 |
Winning and Loosing · Recounts of events/trips. · Reports or sporting events/fixtures. · Rhyming Poetry |
Independent Writing Assessment Peer/ Self-assessment/ 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.