Curriculum Policy for English and Literacy

Policy Statement

The underlying core principles of the school’s overarching curriculum policy have been the starting points for developing the English curriculum and thus they are firmly rooted within it. The English curriculum is knowledge based with layered knowledge structured in logical and progressive sequence to shore up conceptual understanding and with prescriptive, prerequisite prior learning clearly defined in the schemes of work. Students have regular opportunities to acquire knowledge and then to apply this learning thereby developing their English specific skills: reading, writing, speaking and listening.

Whilst we define and promote these English specific skills, a further cornerstone of the skills base curriculum are the cognitive skills of creativity, problem solving, and becoming independent. For our students, their autism can present significant areas of need and hence barriers to learning in the principle areas of social communication, social imagination and flexibility of thought, independence and community participation, sensory processing and learning organisation. Every learning opportunity is taken to develop these skills and support these needs, through the implementation of the curriculum with careful due regard ensuring they are skilfully interwoven into learning. For example in KS4, there are numerous opportunities for students to demonstrate independence and imagination through the choices which they are encouraged to make in their creative writing.

We recognise that subject specific vocabulary and a focus on cross curricular learning develops a richness of knowledge linking concepts and building learning essential to the development of confident and articulate learners.

English therefore promotes key words and terminologies which are introduced each lesson and revisited on a regular basis to promote efficient conceptual recall. Closely aligned to this notion is the promotion of literacy skills and numeracy skills across the curriculum; many of our students come to Overton with gaps in their prior learning.  We recognise that if not addressed this potentially presents huge barriers in life. As part of our strategy we accelerate progress by ensuring that again, these skills are seamless throughout the implementation of the English curriculum for example improving our student’s vocabulary and grammar through refinement of writing skills.

Our young people may not have had the extensive opportunities to experience first-hand the cultural capital of their more privileged counterparts, the English curriculum bridges this and offers learning opportunities to address social disadvantage with learning that offers a richness of opportunity made accessible to our young people through carefully planned strategies for example studying classic literature across all units.

Curriculum Intent

English has a pre-eminent place in education and in society. There can be no more important subject than English in the school curriculum. English is a pre-eminent world language, it is at the heart of our culture and it is the language medium in which most of our pupils think and communicate. Literacy skills are also crucial to pupils’ learning in other subjects across the curriculum.

A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally,

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emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society and so pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

Overton School follows the National Curriculum. Literacy should develop pupil’s ability to listen, speak, read and write for a wide range of purposes, using language to learn and communicate ideas, views and feelings. It should also enable Pupils to be enthusiastic, independent and reflective readers. A broad and balanced English curricular education is the entitlement of all students, regardless of ethnic origin, gender, class, aptitude or ability.

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.

The national curriculum for English aims to ensure that all pupils:

In all English programmes of study pupils have the opportunity to read a selection of literary and non-literary material across a selection of genres and to write in a variety of styles for different purposes and audiences. Theatre and cinema visits are a regular aspect of off-site activity to aid pupils' appreciation of texts studied. Writing competitions are also encouraged and the centre has a tradition of much success in this local and national area.

The curriculum is planned carefully to make it relevant to pupils in the school. It is broad and balanced, providing pupils with opportunities to link ideas together through termly themes. For example, in the theme ‘From Frostin to Bostin’ pupils compared the two geographical locations of Chamonix in France with the Black Country.

A fundamental aspect of our English curriculum is reducing the barriers which our students present as a result of their autism, especially around social communication and social interactions and social imagination and generalisation of ideas. The key to this is in ensuring that the curriculum is adapted to individual needs through the implementation and approach of delivery and also in ensuring it meets student interest and aptitude.

At Overton School our objectives in teaching Literacy are: to equip our pupils with the various literacy skills, such as reading and spelling, needed to engage

with English to teach our pupils to express themselves clearly in both writing and speech to develop their reading skills to ensure that they are able to access a wide range of reading material, such as news articles, and

books to teach them the correct grammatical forms of sentences, to ensure that pupils are able to use

appropriately to teach pupils to spell and punctuate accurately in order to communicate effectively in written

English to teach pupils how to listen effectively to their peers and other individuals to teach pupils how to respond appropriately to plan interactive and innovative lessons to motivate and enthuse learners

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Speaking and listening, reading and writing will be incorporated in all areas of the curriculum. It is important to encourage the usage of cross-curricular links. The effective use of literacy must be the concern of all teachers across the subject areas; each area of learning has a contribution to make through the special opportunities it presents. Specific literacy targets for pupils will be shared with each subject leader, to ensure that there is consistency in the progress made across the curriculums.

As a core subject, English will be timetabled for a significant amount of curriculum time for all pupils from Key Stages 3 to Key Stage 4.

AIMSSpeaking and Listening To communicate in a way appropriate to the target audience such as their peer group, adult

audience etc. To use the vocabulary and grammar of standard English To develop the ability to listen with attention and respond accordingly To provide an outlet for self-expression To participate in group discussions and debates To use appropriate language when speaking and responding to questions and suggestions To have mutual respect for each other when debating or having a discussion To participate in a wide range of drama activities

Reading To develop their reading skills, where they may have gaps in their learning To be able to read accurately, fluently and with understanding To develop enjoyment, enthusiasm and independence To develop the key comprehension skills of literal, deductive, inferential and evaluative

understanding To be able to analyse and reflect on a variety of genres and both fiction and non-fiction To cultivate a lifelong habit of reading

Writing To plan, draft and improve written work on paper and using ICT To develop compositional skills in fiction and non-fiction writing To use characteristics of different kinds of writing for a wide range of purposes and audiences To demonstrate their knowledge of grammar and how to write correctly, depending of the purpose

of their writing To develop their own personal style of handwriting To use a dictionary and thesaurus To correctly use a range of punctuation

Spelling To develop their knowledge of phonemes, in order for pupils to learn patterns of spelling and

common rules To use a dictionary to aid with the spelling of words, that they are unsure of To be aware of different sound pairs or groups, which they see used every day To develop an awareness of common spelling rules and to incorporate them in their writing

Handwriting

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To develop a legible style of handwriting in both cursive and printed styles To develop a personal style of handwriting;

This policy encompasses the Fundamental British Values of rule of law, democracy, mutual tolerance and respect for those with other beliefs and faiths, and individual liberty. This is reflected in the topics covered by the students, such as challenging racism, prejudice, stereotypes and discrimination. Fundamental British Values are the basis of the planning of these topics and the scheme of work.

Curriculum ImplementationPupils will be encouraged to explore and analyse a wide range of texts, with the aim of developing their individual tastes for different genres and textual styles and, in turn, fostering an enduring love of literature. By means of discussions, group work, independent work, speeches etc. pupils will learn to express themselves in a confident, creative, imaginative and articulate manner to a variety of audiences. In their writing, pupils will develop their skills of sentence construction, story writing and recording of information, with regard to grammatical and structural conventions, at the same time developing a wide vocabulary and the ability to write for different purposes and occasions.

The Teaching of English inspires students to enjoy and appreciate literature and the written word in all its forms. Throughout KS3 and KS4, pupils explore the workings of the English language, for instance its etymology, grammatical structures and literary and rhetorical techniques, and an emphasis is placed on the teaching of grammar, punctuation and spelling. The school provides opportunities for pupils to develop confident speaking and listening skills by narrating, discussing, arguing and persuading in a range of activities, and they are encouraged to discuss the implicit meanings of literature and its relevance to social, historical and cultural issues. Students are exposed to literary genres, ranging from Shakespeare to current journalism. The influence of the media is studied explicitly through the analysis of newspapers, magazines, advertising, film and television.

The English course at GCSE develops candidates’ ability to read with insight, distinguish between fact and opinion, evaluate how information is presented, follow an argument, recognise inconsistencies, and understand linguistic and structural devices. Pupils must show their competence and confidence in speaking and listening in a range of situations. They will need to read literary and media texts, including contemporary and nineteenth century literature, and write in a wide variety of forms and styles. This encompasses critical and imaginative responses to literary and factual material.

Overton School follows the National Curriculum. Literacy should develop pupil’s ability to listen, speak, read and write for a wide range of purposes, using language to learn and communicate ideas, views and feelings. It should also enable Pupils to be enthusiastic, independent and reflective readers. A broad and balanced English curricular education is the entitlement of all students, regardless of ethnic origin, gender, class, aptitude or ability.

Implementation or planningAIMSSpeaking and Listening To communicate in a way appropriate to the target audience such as their peer group, adult

audience etc. To use the vocabulary and grammar of standard English To develop the ability to listen with attention and respond accordingly To provide an outlet for self-expression To participate in group discussions and debates To use appropriate language when speaking and responding to questions and suggestions To have mutual respect for each other when debating or having a discussion

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To participate in a wide range of drama activities

Reading To develop their reading skills, where they may have gaps in their learning To be able to read accurately, fluently and with understanding To develop enjoyment, enthusiasm and independence To develop the key comprehension skills of literal, deductive, inferential and evaluative

understanding To be able to analyse and reflect on a variety of genres and both fiction and non-fiction To cultivate a lifelong habit of reading

Writing To plan, draft and improve written work on paper and in ICT To develop compositional skills in fiction and non-fiction writing To use characteristics of different kinds of writing for a wide range of purposes and audiences. To demonstrate their knowledge of grammar and how to write correctly, depending of the purpose

of their writing To develop their own personal style of handwriting To use a dictionary and thesaurus To correctly use a range of punctuation

Spelling To develop their knowledge of phonemes, in order for pupils to learn patterns of spelling and

common rules To use a dictionary to aid with the spelling of words, that they are unsure of To be aware of different sound pairs or groups, which they see used every day To develop an awareness of common spelling rules and to incorporate them in their writing

Handwriting To develop a legible style of handwriting in both cursive and printed styles To develop a personal style of handwriting

English Curriculum Planning English is a core subject in the National Curriculum. Amongst other guidance, we use the Pearson’s Scheme, as the basis for implementing the statutory requirements of the programme of study for English. We carry out the curriculum planning in English in three phases: long, medium and short term.

Our medium term plans give details of the main teaching objectives for each term. These plans define what we teach and ensure an appropriate balance and distribution of work across each term. The English lead is responsible for reviewing these plans. These medium term plans are identical for each class in a year-group to ensure continuity of teaching across classes. The teacher then adapts their differentiation of the lessons in the weekly plans as needed. The class teacher/subject co-ordinator completes a weekly (short-term) plan for the teaching of English. This lists the specific learning objectives for each lesson and gives details of how the lessons are to be taught. It also includes details of what each group of pupils will be learning.

Speaking and ListeningPupils are encouraged to be appreciative audiences and to have meaningful discussions, where in the right of others to speak and to be listened to is respected. Additionally, this is also evident when pupils

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hold class debates and discussions. Students also plan and deliver their own assemblies to their peers and members of staff. Opportunities where pupils are able to speak to a variety of audiences and in a variety of styles are provided.

HandwritingPupils will be expected to maintain high standards of presentation in all curriculum areas. Teachers will aim to produce good examples of particular kinds of writing and display students’ writing attractively, encouraging them to take pride in the presentation of their work.

To achieve our aim in the School, the teacher will: Expect high standards of presentation for all of the pupils’ finished work To praise all students for work they produce To give constructive next steps for students to improve their work Provide good models of particular kinds of writing Identify pupils with very poor handwriting and provide them with additional support Remind pupils that the skills practised in the handwriting sessions should be maintained in all their

written work

By the time pupils enter Year 7 it is anticipated that they will have mastered the aims of our handwriting policy outlined above, however, teachers will be alert to identify pupils who continue to require additional support. Those highlighted, as needing extra support with handwriting and other literacy areas, will have the input required in their lessons.

ReadingThere is a wide choice within each key stage to cater for different tastes and preferences. Pupils also have access to a variety of fiction and non-fiction books in the classroom. Pupils will also develop their knowledge of a wide range of genres and possibly form a preference for their reading. Any pupils who still require a more structured approach to learning to read will be regularly supported. Reading is encouraged through the Key Stages; students are able to explore different genres, forms of writing and poetry through extracts that are embedded in each topic.

WritingThe use of good quality and motivational texts in the particular genre the pupils are studying ensures they are given the opportunity to cover a range of fiction and non-fiction writing whilst developing their writing skills across the curriculum. Vocabulary, Connectives, Openers and Punctuation as tools for improving key areas of writing will be used. In fiction, pupils write poetry, short stories and extended stories. In non-fiction the six text types: recounts, reports, instructions, explanations, persuasive and discussions are regularly covered in literacy lessons as well as through cross curricular work. Pupils will have the opportunity to practise grammar exercises and are encouraged to use dictionaries, and thesauruses to extend vocabulary choices. As pupils progress through Overton School they will become increasingly able to develop their independence in assessing and improving their own work through redrafting and evaluating their work as well as the work of their peers.

SpellingPupils are encouraged to find the meaning of unfamiliar words as part of their homework and practise them in context. Pupils from Year 7 onwards will receive focussed support as necessary. When teaching spellings our staff: Encourage children to discover new and more precise words Praise all attempts at spelling and provide support with Encourage children to collect the words they want to spell and keep a list for reference Encourage children to take responsibility for their own spelling using a dictionary. Encourage

pupils to proof-read their own work and classmates’ work to search for errors

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Encourage children to take a note of the correct spellings of any misspelt words Encourage the use of a dictionary and a Thesaurus - not just for spelling but for discovering the

meanings of words. Every classroom should have an Adult Dictionary/Thesaurus, and a Spelling Dictionary/Children's Thesaurus - in addition to simplified Dictionaries

Encourage discussion of the pronunciation and meaning of a word Allow children to leave gaps for words they are uncertain about. These could be a basis for

research and discussion Encourage cursive handwriting, which is proven to aid good spelling, and discourage the use of

block capitals as recognition word shape is impeded Encourage the breaking down of words into their syllables and by recognising the phonemes Teach words in context - this helps the pupil to relate the word to its meaning Keep spelling in perspective. It remains of secondary importance to what the child is trying to say,

although it can affect the reader's response to what is written

English– KS3 to KS4The department is constantly striving to improve its schemes of work for all key stages and will endeavour to keep a broad depth whilst ensuring students receive sufficiently stretching depth in the subjects.

Speaking and Listening:Pupils will explore, develop and respond to a range of skills and strategies, in a variety of contexts. Pupils will develop an awareness of adapting language according to task, audience and purpose. Pupils will engage with various contexts, throughout different topics, such as debates about something they have read or have seen in the news.

ReadingPupils will engage with, and respond to, a rich variety of print, developing analysis and awareness of forms and purposes of writing by relating texts to the social, historical and cultural contexts in which they were written; analysing how writers’ use of linguistic and literary features shapes and influences meaning; analysing writers’ use of organisation, structure, layout and presentation. These are designed to encourage the enjoyment of reading. The book extracts, both fiction and non- fiction, used during this time, are selected with the aim of raising the pupils’ standard of literacy and the selection is regularly updated. Throughout the extracts, pupils will engage with various tasks, which are set up as an opportunity for the pupils to demonstrate their skills in writing, speaking and listening.

WritingPupils will write a wide range of texts on paper and on screen for different purposes and audiences, adapting features and techniques to create a range of effects as well as shaping and constructing language for expression and effect. Pupils will use the conventions of Standard English and use grammar and punctuation accurately and appropriately. At Key Stage 4, we aim to build upon the foundations laid in Years 7 – 9 to equip our pupils to deal with language across genres and to extend their enjoyment and appreciation of Literature. At GCSE we offer English Language (9-1 curriculum). Pupils will study:

Prose literature texts from the 20th and 21st centuries Non-fiction and Literary non-fiction texts from the 19th, 20th and 21st centuries A range of different genres A range of writing technique to suit different audiences Descriptive and narrative writing techniques Writing for purpose techniques

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Language study includes a range of media and non-fiction texts designed to stimulate critical and analytical skills. Pupils are encouraged to write creatively and imaginatively and to engage in a wide range of speaking and listening activities to prepare them for real life situations.

In English it is never just about the examination. In addition, we offer a broad range of experiences to our pupils and as such we organise educational visits when appropriate and available.

Equality of Access

The school is committed to every student having equal access to the curriculum and to have the same opportunities to achieve success. Within this provision there is flexibility to engage in extension work for those students who are capable of dealing with it. These extension activities are highlighted in the schemes of work and should be made available at all times as students are taught mainly in mixed ability classes. However, within reason, all students should be given the same academic opportunities; however the work may be paced differently. There are minimum standards which all students are expected to achieve at all key stages and the work of the department will be focussed on ensuring that every student reaches his/her potential and that success is celebrated for each individual at every opportunity.

Curriculum Impact

We measure pupil progress through impact and outcomes using a range of measures, teachers use formative and summative assessment to:

Track and monitor pupils social and emotional skills using the AET framework Assess skills development, mastery and acquisition through termly projects Provides evidence that pupils attain 21st century knowledge, skills and dispositions Provide evidence pupils will learn transferable literacy skills that could be used across the

curriculum At the end of each term pupils will either have  a quiz paper, a project to complete, or indeed

you will be asked to present your findings in a presentation

We will:

Use a variety of methods to assess what each pupil has learned and what can be done to improve pupils’ learning

Collaborate with colleagues to monitor pupil performance and make instruction responsive to cultural differences and individual learning needs

Develop reciprocity and cooperation among pupils Appreciate the uses and limitations of these strategies Make evidence-based assessment against relevant criteria Assess pupil performance against relevant benchmarking data Understand the relationship between assessment, setting pupil targets and progression; Use assessment information to make teaching more effective

Assessment and RecordingTeachers assess pupils’ work in English in three phases. The short-term assessments that teachers make as part of every lesson help teachers to adjust their daily plans. Teachers match these short-

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term assessments closely to the teaching objectives. They use medium-term assessments to measure progress against the key objectives, and to help them plan for the next unit of work. They use a class record of the key objectives as the recording format for this. The objectives for each pupil are included in the planning for that half term; if the pupil falls short and does not obtain the objective they have the opportunity to continue working towards the target with intervention work. These could be one to one sessions with either the class teacher or a teaching assistant. This ensures that no objectives are missed, to avoid any further gaps in the pupil’s education. Additionally, each student is given an English target each half term, which the English lead shares with the rest of the teachers throughout the curriculum. These targets are implemented throughout the curriculum and the student’s work is kept as evidence to show that the student is either working towards their target or has achieved their target. Teachers, in conjunction with the Head teacher, make long-term assessments towards the end of the school year, which they use to assess progress against teacher-set and national targets. With the help of these long term assessments, teachers and the Head teacher are able to set targets for the next school year and summarise the progress of each pupil before discussing it with the pupil’s parents/carers. These long-term assessments are made using baselining. This demonstrates what the expected level of achievement is in English in each year of the school.

We measure pupil progress through impact and outcomes using a range of measures, teachers use formative and summative assessment to:

Track and monitor pupils social and emotional skills using the AET framework Assess skills development, mastery and acquisition through termly projects Provides evidence that pupils attain 21st century knowledge, skills and dispositions Provide evidence pupils will learn transferable literacy skills that could be used across the

curriculum At the end of each term pupils will either have a quiz paper, a project to complete, or indeed

you will be asked to present your findings in a presentation

We will: Use a variety of methods to assess what each pupil has learned and what can be done to

improve pupils’ learning Collaborate with colleagues to monitor pupil performance and make instruction responsive to

cultural differences and individual learning needs Develop reciprocity and cooperation among pupils

Measuring Progress & Assessment FrameworkEach young person is expected to make at least one level of progress in each year. A young person without gaps in their learning would be expected to be at the 3rd Pearson’s level on entry to Overton. Progress is measured through a data capture each half term and progress is tracked on individual subject assessment spreadsheet. This spreadsheet tracks progress each half term, across the year and throughout the duration of the young person’s learning at Overton School.

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The individual subject assessment spreadsheet outlines the learning objectives for the curriculum and tracks progress for each aspect and overall progress throughout the academic year and course duration by giving a current working level. Progress is shown as an overall overview and also on half termly basis.

At Key Stage 3 every young person will be baseline assessed and awarded a level based on their current achievement of learning. The baseline assessment undertaken by each young person will be the year group relevant baseline from Pearson’s progression services. Their progress will be monitored and tracked every half term and updated regularly. The levels used are described below:

Progress Descriptor Pearson Steps Skills Level

Emerging Steps 1 - 5 Recognising and recalling factsDeveloping Step 6 Understanding what the facts meanSecuring Step 7 Applying the facts, rules, concepts and ideasMastering Step 8 Breaking down information into component parts

Excelling Step 9 Judging the value of the information or ideas and combining parts to make a new whole

At Key Stage 4 progress will be monitored and tracked according to the qualification taken appropriate to their ability and judged against the awarding body specified criteria.

Any young person/pupil that falls behind or need additional support are offered interventions to close gaps in learning, which could include:

1:1 support Small group support After school support Extra homework Peer learning Tutorial Rewards

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Specific targets and intervention strategies are devised

Rationale for English Termly Assessment

The decision has been made to have official recording of English progress every term rather than half term. This decision has been made in part because of the nature of an ASC cohort who may have significant gaps in learning and are often able to read texts to a much higher level than their comprehension. Progress will be assessed and tracked on a lesson by lesson and weekly routine through summative assessment of work through the marking of workbooks etc. However this is not appropriate to the formal measuring of progress as set out using the Pearson’s method as the skills descriptors are not suitable for more frequent assessment. Some examples of skills descriptors which Overton school feels that it is not appropriate to assess more frequently than termly:

Teacher Writing summary step descriptor:

Step 3: A growing vocabulary is chosen with greater awareness of effect.

Step 4: Vocabulary is wider with some consideration of impact.

Teacher Reading summary step descriptor:

Step 3: Can identify the majority of key points in a text and make limited connections.

Step 4: Can identify the majority of key points and link them.

It has been decided at Overton that the fine distinctions between these descriptors which are intended to be completed on a yearly basis cannot be sub-divided further into any meaningful assessment on a half-termly basis. Assessing the progress of these skills on a termly basis will provide a more meaningful and realistic estimation of progress.

In addition to the Pearson’s exam board progression scale, at Overton we have included additional speaking and listening assessment through a similar process as of writing and reading. At Overton, our cohort of students often finds speaking and listening skills are extremely difficult to acquire. As these skills will be formally assessed at GCSE and Functional Skills level, and are integral to becoming a full part of society and to making a positive contribution to society, we feel that it is right to encourage and monitor progress. This will be partly facilitated across all curricula using the AET framework (also assessed on a termly basis), and speaking and listening skills will be assessed on a termly basis by the English progression scale.

Moderation

Internal moderation ensures that the teacher’s judgement is consistent and fair to all young people/pupils when marking or assessing their work. This is particularly important for qualifications which are internally assessed and externally moderated.

Internal moderation procedures includes the:

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sampling and checking of pupil’s work on a half termly basis standardisation and recording of teachers’ decisions mechanism for the internal moderator to feedback to teachers’ in order to improve practice

(this includes both internal and external moderation feedback).

Formative AssessmentIn line with our Teaching and Learning policy, the focus of marking should be with reference to the specified learning objective and indicate the next step using appropriate AfL techniques. As pupils progress through Overton School, they will become more familiar with the process of self and peer assessment. They will be given the opportunity to analyse and reflect on their own and other people’s work, in order to highlight achievements and suggest how or where improvements can be made. Additionally, it gives the pupils the opportunity to develop their skills, as they are demonstrating that they know what they should/should have included in the specific piece of work that they are assessing. Formative Internal moderation will be on-going throughout the course/academic year, with feedback being given to the assessors. There will be evidence of feedback being actioned where necessary.

Summative TestingSummative testing is used to assess progress at key points in the academic year and these results are used to aid future planning both for individual pupils and groups. All pupils at Overton School will have access to the computer facilities and we will encourage the use of computers to support literacy as appropriate. Summative internal moderation will be carried out at end of each unit or prior to young people/pupils being entered for external moderation. Only those teachers/assessors whose pupils have fully met the standards will be entered for external moderation.

Contribution of English to Teaching in Other Curriculum Areas

Pupils should view their learning as a whole rather than a set of disjoint subjects. We aim to do this in the following ways:

One of the aims of English at Overton is for learners to develop understanding and skills in English which can be readily applied in other curriculum areas. They will be able to function in all educational settings and in society in general. The courses will give learners the opportunity to demonstrate the ability at an appropriate level to read, write, speak, listen and communicate in English, apply this knowledge and these skills in familiar situations and to achieve a foundation for further study. All of these skills will be transferable to all other subject areas. When possible, explicit links will be drawn between English and other subjects in order to link all curriculum areas together and create deeper understanding and applications.

Maths

Mathematics will be systematically embedded within the structure of English lessons through everyday activities such as: sequencing, ordering, planning, timed activities, time management and use of mark scheme. In addition to this, naturally occurring instances will be utilised and noted.

Information and Communication Technology (ICT)

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The use of ICT enables pupils to use and apply their developing skills in English in a variety of ways. Younger pupils use ICT as a source of information and as a way of enabling them to present their completed work effectively. Older pupils use the Internet when searching for information about a different part of the world, or when using desktop publishing to design a class newspaper. Pupils use the planning and proofing tools in a word processor when checking their draft work. We encourage all pupils to use ICT as a resource for learning, whenever they feel it is appropriate.

Personal, Social, Health and Economic Education (PSHEE) and CitizenshipEnglish contributes to the teaching of Personal, Social Health, Economic Education and Citizenship. We encourage younger pupils to take part in class and group discussions on topical issues. Older pupils research and debate topical problems and events. They discuss lifestyle choices and meet and talk with visitors who work within the school community. Planned activities within the classroom encourage pupils to work together and respect each other’s views.

Spiritual, Moral, Social and Cultural (SMSC) DevelopmentThe teaching of English develops skills through which our pupils can give critical responses to the moral questions they meet in their work. Their understanding and appreciation of a range of texts brings them into contact with their own literary heritage and texts from other cultures. The organisation of lessons allows pupils to work together and gives them the chance to discuss their ideas and results. Similarly, to the Fundamental British Values, SMSC is used as the basis of planning, to ensure that these elements are embedded from the start. This is evident in the planning and schemes of work. KS3 students are taught in topics, such as the World Wars, where they develop an understanding of their heritage, mutual respect and tolerance to those with different beliefs etc. SMSC is displayed alongside the work completed by the students; this is evident in the English classroom.

British Values

In English FBV such as democracy, rule of law, individual liberty, and tolerance and respect are promoted through the following: A culture built upon freedom and equality in the classroom, where everyone is aware of their rights and responsibilities.Examples: (this is not exhaustive)

1. Individual application of knowledge. 2. Respecting other’s thoughts and opinions in class discussions.3. Working together in a team in a democratic manner

The need for rules to make a happy, safe and secure environment to workExamples: (this is not exhaustive)

1. Standards – Signed learner agreement.2. Class rules / Activity rules.3. Health & Safety – Duty of Care

Protection of your rights and the right of others you work with.Examples: (this is not exhaustive)

1. Learners will make decisions about their own work.2. Learners will apply their own knowledge to tasks.3. Learners will treat all with respect and dignity in order for others to treat them in the same

way.

Teaching English to Pupils with Special Educational Needs

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In English, in our school we cater for the needs and requirements of every pupil. English forms part of the school curriculum policy to provide a broad and balanced education to all pupils. Through our English teaching we provide learning opportunities that enable all pupils to make progress. We do this by setting suitable learning challenges and responding to each pupil’s different needs. Assessment against the National Curriculum allows us to consider each pupil’s attainment and progress against expected levels.

When progress falls significantly outside the expected range, the pupil may have special educational needs. Our assessment process looks at a range of factors – classroom organisation, teaching materials, teaching style, and differentiation – so that we can take some additional or different action to enable the pupil to learn more effectively. This ensures that our teaching is matched to the pupil’s needs. Where a child requires an Individual Education Plan (IEP); this IEP may include, appropriate and specific targets relating to English. We enable pupils to have access to the full range of activities involved in learning English. Where pupils are to participate in activities outside the classroom, for example, a theatre trip, we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils. Teachers provide help with communication and English through: using texts that pupils can read and understand using word banks of familiar words and phrases that students understand and can communicate using visual and written materials in different formats using ICT, other technological aids and taped materials using alternative communication, such as signs and symbols

Gifted and TalentedOpportunities for gifted & talented students are highlighted in all schemes of work for all year groups. These can be relevant to particular tasks in the classroom, extension or homework activities.

Assessment and RecordingTeachers assess pupils’ work in English in three phases. The short-term assessments that teachers make as part of every lesson help teachers to adjust their daily plans. Teachers match these short-term assessments closely to the teaching objectives. They use medium-term assessments to measure progress against the key objectives, and to help them plan for the next unit of work. They use a class record of the key objectives as the recording format for this. The objectives for each pupil are included in the planning for that half term, if the pupil falls short and does not obtain the objective they have the opportunity to continue working towards the target with intervention work. These are one to one sessions with either the class teacher or a teaching assistant. This ensures that no objectives are missed, to avoid any further gaps in the pupil’s education. Additionally, each student is given an English target each half term, which the English lead shares with the rest of the teachers throughout the curriculum. These targets are implemented throughout the curriculum and the student’s work is kept as evidence to show that the student is either working towards their target or has achieved their target. Teachers, in conjunction with the Head teacher, make long-term assessments towards the end of the school year, which they use to assess progress against teacher-set and national targets. With the help of these long term assessments, teachers and the Head teacher are able to set targets for the next school year and summarise the progress of each pupil before discussing it with the pupil’s parents/carers. These long-term assessments are made using baselining. This demonstrates what the expected level of achievement is in English in each year of the school.

Careers

English education is the foundation of many jobs and as such plays an important role in careers education. By broadening the horizons of the students and informing them of the possibilities within the job market and the routes to them. English teaching can also give them the skills to analysis job

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specifications and write targeted CV’s to ensure they have the best opportunity to be successful in their endeavours.

Management

The English Curriculum Leader (Deputy Head Teacher) is responsible for the implementation of this Policy. The management and repairs of computing resources is through Bryn Melyn Care. Each class teacher is responsible for the care and security of the hardware and software in their classroom. The school is committed to the ongoing resourcing of Computing equipment and software, in relation to the School Development Plan. The school is responsible for ensuring that copyright regulations are not infringed.

Role of the Subject Leader in English

It is the responsibility of the subject leader in English to:

Have a thorough knowledge and understanding of the National Curriculum for computing Review, revise and implement school policy for the English curriculum Undertake long and medium and short term planning for English and offer computing advice

across the curriculum Audit and organise resources for the subject Provide In-Service support for other non-computing staff if necessary Promote their own professional development to keep abreast of latest developments in technology

Equal OpportunitiesEvery lesson at all key stages should be planned in such a way that it encourages full and active participation by all pupils, irrespective of ability, class, colour, gender or creed.

DisplayComputing vocabulary should be clearly on display in every classroom used for the delivery of the subject. Every pupil should have the opportunity to have his or her work on display as it is important to celebrate, inform and consolidate personal and whole school learning.

Health and SafetyConsideration for Health and Safety is of the utmost important in computing. Appropriate storage and handling of materials is highlighted. Pupils are taught to follow instructions to control risk to themselves and others.

Internet Access and Online-safety

All pupils must have a signed ‘Acceptable Use’ agreement for them to use the internet. Although Internet access within school is protected by Bryn Melyn Care Firewall and Filtering systems as well as the school’s own security system. The risks of Internet use are still present. We believe it is vital to teach Online-safety as part of the Computing curriculum and embedded in other subjects.

Copyright

Overton School has a responsibility to teach and uphold the laws and guidance on copyright. Images on the Internet are not freely available and we have a responsibility to teach children how to check and use information and images appropriately.

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Gifted and Talented

Opportunities for gifted & talented students are highlighted in all schemes of work for all year groups. These can be relevant to particular tasks in the classroom, extension or homework activities.

Review

The policy will be reviewed annually with the aim of meeting any new developments and initiatives both nationally and locally.

End.

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Policy Reviewed By: Signature DateNext Review Date:Interim Review Comments:

Policy Reviewed By:

Next Review Date:Interim Review Comments:

Policy Reviewed By:Next Review Date:Interim Review Comments:

Policy Reviewed By:Next Review Date:Interim Review Comments: