English & Communication

At Thomas Bewick School we aim to provide an English curriculum that is appropriate and suitably challenging for all pupils, from our most complex learners to our most able. We intend to develop key reading, writing and communication skills through carefully sequenced lessons, which build upon the fundamental skills and concepts to support and prepare our pupils for the next stage of their learning, whilst also offering opportunities to develop a love of English through engaging and motivating experiences and resources. High quality teaching of English is of utmost importance at Thomas Bewick, allowing every pupil the opportunity to make progress. Our progression routes are clear and homogeneous, allowing pupils to move from a preformal to a more formal approach when they demonstrate a readiness to learn in this way.

At Thomas Bewick, we recognise the importance of offering suitable learning experiences in English and ensuring that pupils are taught at the correct developmental stage, irrespective of their age. Therefore, from EYFS through to the end of KS3, pupils access ‘Engager’, ‘Explorer’ and ‘Discoverer’ pathways, depending on their learning needs. In KS4 and Post 16, pupils follow either the ‘Steps into Independence’ or ‘Steps into Work’ pathway. Teacher assessment at every stage will inform the progression route that each pupil will follow. Our curriculum pathways are flexible at Thomas Bewick, allowing pupils to progress to the next stage in their learning if they meet specific outcomes and criteria.

Whole School Overview of English

English is taught on a daily basis, either as a discrete subject or embedded in a crosscurricular manner within adult/child led continuous provision activities. Pupils are provided with rich, varied opportunities to experience and develop a range of reading, writing and communication based activities that are developmentally appropriate, through motivating and multi-sensory activities. Pupils accessing more formal English lessons are given the opportunity to further develop and demonstrate their phonological understanding and reading skills through developmentally appropriate texts from a range of genres, whilst also developing writing, sentence construction and skills in asking and answering questions.

Engager English: Reception (EYFS) and the Engager Pathway

Our Reception and Engager curriculum provides pupils with a broad, balanced and personalised curriculum, underpinned by the ‘characteristics of effective teaching and learning’ (playing and exploring, active learning, creating and thinking critically) outlined in Development Matters (non-statutory curriculum guidance for the EYFS, revised July 2021). Pupils are supported to develop pre-requisite skills in reading, mark-making and communication across the day through continuous provision and focused English activities, whilst also developing their enjoyment and love of reading through daily ‘story time’. An exploratory, multi-sensory approach to learning is adopted within this pathway, with the development of play, communication, interaction and emotional regulation at its heart. At Thomas Bewick we foster a ‘Total Communication’ approach, which aims to develop and build upon a child’s expressive and receptive language skills, whatever their preferred communication method may be. Pupils following our Reception / Engager pathway are exposed to nursery rhymes, environmental sounds and alphabet and letter sounds linked to pictures and objects that are meaningful to them, in order to support the development of their phonological awareness and sound / letter recognition skills. Pupils are offered repeated learning opportunities within this pathway to consolidate learning, and to enable them to gain familiarity and confidence when developing core English skills. Within the Reception and Engager pathways, the Engagement Model is used to measure progress in the five areas of engagement - Initiation, Persistence, Exploration, Anticipation and Resistance. Individual Progress Plans (IPPs) based on the outcomes within each child’s EHCP and the Thomas Bewick Learning Journal (TBLJ) are also used to evidence progress made. If a pupil is displaying the readiness to access a more formal approach to learning and has been assessed as being able to consistently identify the first 16 sounds, the Read Write Inc. entry assessment is used to determine the next most appropriate learning pathway.

Explorer English: Getting Read Write Inc. Ready

Pupils following our Explorer pathway are taught early phonics, writing and communication skills in a multi-sensory way, following the Read Write Inc. (RWI) programme. We call this progression route ‘Getting Read Write Inc. ready’. At this stage, pupils are consistently exposed to Set 1 sounds during structured ‘speed sound lessons.’ Once pupils are able to confidently and consistently identify the first 16 sounds, they are taught to blend sounds, first orally, and then using letter tiles on magnetic boards. Pupils following this progression route also learn literacy skills through different texts using strategies such as PECS, colourful semantics and visual supports - all part of our ‘Total Communication’ approach. Pupils are then given the opportunity to generalise and extend their learning within English in a cross-curricular way through adult / child led indoor and outdoor continuous provision sessions. At this stage, progress in English is measured and evidenced using the Thomas Bewick Learning Journal (TBLJ) and Individual Progress Plans (IPPs).

Discoverer English: Read Write Inc. (RWI)

Pupils following our Discoverer pathway are provided with a curriculum that supports the acquisition and development of core reading, writing, speaking and listening skills, using phonics as the route to decode words, as well as supporting pupils to make progress in their comprehension skills. As with all other reading progression routes, the ‘Read Write Inc.’ (RWI) programme is used to structure and teach lessons.

Pupils following the RWI programme are supported to:

• Read common exception words on sight
• Understand what they read
• Read aloud with fluency and expression
• Develop letter formation, building accuracy in letter orientation, shape and size
• Develop sentence construction skills
• Listen closely to the teacher
• Talk with and listen to a partner. When children turn to their partner (TTYP) to discuss questions, they are encouraged to listen attentively and respond appropriately
• Develop core vocabulary and grammar skills
• Spell quickly and easily by segmenting the sounds in words

Discoverer English: Fresh Start (FS)

Once pupils have finished the RWI programme, they begin to follow the Fresh Start (FS) programme which supports pupils to read, write and communicate, using phonics as the route to decode words. There is also a focus on the development of comprehension skills so that pupils are taught to better understand the materials they read. As with RWI, pupils following this programme work through modules that are closely matched to their word reading level, which in turn supports them to build fluency in their reading. The FS programme provides pupils with a wealth of reading and writing based activities based on their interests and encompassing a range of genres.

  Pupils following the FS programme are supported to:

• Read common exception words on sight 
• Understand what they read
• Develop letter formation and accuracy in letter orientation, shape and size
• Sentence construction skills
• Listening closely to the teacher
• Talking with and listening to a partner. When children turn to their partner (TTYP) to discuss questions, they are encouraged to listen attentively and respond appropriately
• Read aloud with fluency and expression
• Develop core vocabulary and grammar skills
• Spell quickly and easily by segmenting the sounds in words

Discoverer English: Literacy and Language (L & L)

When pupils are able to read fluently and accurately and no longer use phonics as the route to decode words, they are introduced to the Literacy & Language programme. This programme is aligned with the National Curriculum and focuses on developing pupils’ comprehension, writing, vocabulary and grammar skills. As part of this programme, pupils study a range of engaging non-fiction and fiction full texts, including the works of familiar authors in a consistent, step-by-step approach. 

Pupils following the L & L programme are supported to:

• Read a range of stories and non-fiction texts and make links between the works of well-known authors.
• Develop comprehension skills and the ability to make links between events in stories and their own experiences.
• Engage and develop their vocabulary using drama and discussion
• Develop classroom discussion skills through opportunities for peer discussion and group sharing

Functional English at KS4

There are two progression routes available to pupils in KS4: Steps into Independence and Steps into Work. Pupils have the opportunity to work towards accreditation in English at KS4, through Functional English qualifications. At Thomas Bewick School, KS4 pupils have the option to access pre entry, entry level 1, 2 and 3, and then functional skills level 1 and 2. Qualifications at this level are often an entry requirement for further vocational study, internships, apprenticeships and traineeships.

This accreditation route is an alternative to GCSE. Functional Skills offers learners a vocational pathway with the flexibility to access a

Post 16 English

In Post 16, students continue on the Steps into Independence or Steps into Work pathway. The Post 16 curriculum is designed to prepare our pupils for life after school and the wider world. English at this stage is taught both discretely and in a crosscurricular manner. English is taught in a more functional way with a key focus on the development of life skills.

Steps into Independence

Post 16 pupils who access the Steps into Independence pathway access English sessions that focus on the acquisition and development of functional skills through a personalised curriculum. At this stage, a cross-curricular approach to English is adopted, where English is interwoven into study linked to the world of work, PSHE, the ASDAN Personal Progress programme, the Duke of Edinburgh’s Award and a range of other programmes accredited by ASDAN. We are committed to promoting independence through our curriculum in all phases, but especially in KS4 and Post 16. We therefore recognise the importance of giving students the opportunity to use and contextualise their existing literacy skills within everyday situations. Furthermore, the Steps into Independence pathway also incorporates discrete English lessons to ensure that we continue to support the further development and consolidation of sight reading and comprehension skills. We use a range of strategies within discrete English lessons such as:

• Colourful semantics (colour-coding to help a young person learn the important elements of a sentence and how to sequence them in the correct order)
• Visual resources to support the understanding of ‘wh-’ questions, e.g. ‘who?’, ‘what?’, ‘where?’
• Story sacks, props, songs and Makaton signing to promote engagement

On the Steps into Independence Pathway, students use their English skills to work towards ASDAN Personal Progress and Realising Aspirations certificates, and are given the opportunity to participate in a range of diverse, interesting units of study linked to the four Preparing for Adulthood themes:

• Friends, relationships and community
• Employment
• Good health
• Independent living

Steps into Work

Much like the Steps into Independence pathway, the Steps into Work pathway is designed to help our KS4 pupils and Post 16 students prepare for life after school and adulthood. Both pathways are rooted in the development of functional life skills and independence, but the Steps into Work pathway has more of a focus on employment and the world of work. On this pathway English is taught in a cross-curricular way, as part of study towards accreditation in a range of programmes. Discrete, functional English lessons also provide the opportunity for pupils and students to work towards a Functional Skills qualification.

On the Steps into Work pathway, Post 16 students work towards the ASDAN Certificate of Personal Effectiveness (CoPE) Level 1 and ASDAN Personal and Social Development certificates.

The CoPE Level 1 Certificate ensures that pupils can work on the development of literacy skills within these preparing for adulthood modules:

• Introduction to Working with Others (in a team)
• Introduction to improving own Learning and Performance
• Introduction to Problem Solving
• Planning and Carrying out a Piece of Research
• Communicating through Discussion (in a group)
• Planning and Giving an Oral Presentation

The ASDAN Personal and Social Development programme provides opportunities for students to develop their literacy skills within these preparing for adulthood modules:

• Community action
• Healthy living
• Preparation for work
• Managing own money
• Parenting awareness
• Making the most of leisure time
• Environmental awareness
• Using technology in the home and community
• Personal safety in the home and community