English

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INTRODUCTION – Pupils at Penn Hall have full access to a broad and appropriate English curriculum which is tailored to meet their individual needs. Learners are encouraged to fulfil their potential in the areas of: 

  • Communication – through the spoken or written word and through sign, picture symbols, photographs and Voice Output Communication Aids as appropriate. 
  • Literacy – from those working at the earliest stages of development who may enjoy sensory stories, respond to object or musical cues and explore objects of reference, through to those pupils who access text based literacy. These learners will be taught the skills of reading, comprehension, spelling, composition, vocabulary punctuation and grammar and presentation skills, including handwriting where appropriate. 
  • Understanding and Appreciation of Literature 
  • Drama 

AIMS AND OBJECTIVES

  • For all learners to reach their full potential in the areas of English which are most appropriate to their needs. 
  •  To interpret literacy as widely as possible and reflect this in our teaching. 
  • To promote self-esteem and emotional literacy, generate enthusiasm and develop individual skills through worthwhile and challenging English activities. 

KEY STAGE 1

Pupils in Key Stage One this year are taught to read and spell using a synthetic phonics approach. For pupils who are developmentally ready, Read Write Inc is used on a regular basis. Other children are developing their aural skills in readiness for this approach and are following Phase One from Letters and Sounds. Stories are used extensively across their curriculum. There is a heavy emphasis on developing Spoken English, with four pupils working to develop their use of high tech AAC. A ‘total communication’ approach is promoted. 

2SBG - Children in this class have SLD. Communication is the focus of their English programme. They work in a ‘total communication’ environment with sessions including TACPAC, Intensive Interaction, sensory stories, a PECS communication group and real and constant opportunities for choice making. See and Learn materials are used to develop the understanding of language. Stories and rhyme play a significant part in the programme offered to these children. 

WM - There is a heavy emphasis on communication with the children in this group presenting significant speech and language difficulties. A range of strategies are being taught to support communication including sign, the use of symbols and the use of high tech communication devices accessed through a range of methods including eye gaze. 

The children are developing pre and early reading skills. Where appropriate children are using materials from the first stage of Read Write Inc and beginning to decode CVC words. Other children are using See and Learn materials in order to develop early vocabulary and grammar. Stories are used extensively across the curriculum. 

SW - Children are following the requirements of the National Curriculum and working towards the expectations for Year One. Children continue to follow the RWI programme and are using synthetic phonics to develop their reading and spelling. There is a heavy emphasis on talk for writing. Stories are used extensively across the curriculum. 

 

KEY STAGE 3 - P16

3SH and 3MN

Pupils follow a 3 year programme of study with units of work based around the revised National Curriculum. Skills are developed at individual levels, following National Curriculum guidelines. The work is designed to give students a taste of all kinds of literature where students are encouraged to broaden their range and extend their appreciation of high quality texts from both pre-1914 and contemporary works, including prose, poetry and drama, two Shakespeare plays and seminal world literature. Grammar, phonics, punctuation, spelling and vocabulary skills will be developed along with extending their understanding of spoken English through taking part in class discussions, debates, presentations, drama and role play. 

3GE

Pupils with PMLD / SLD. Staff use a variety of approaches to support their students learning, as pupils in this class benefit from a sensory approach. Intensive interaction, TACPAC, massage, sensory stories, objects of reference, photographs, symbols, switches and PECs are used to support learning and communication. Learners are encouraged to explore their environment and respond to a range of different stimuli. Staff work very closely with their pupils, ensuring students feel secure in their learning. 

KEY STAGE 4/5

The ASDAN Award scheme continues and other accreditation routes are followed, alongside college courses and the Work Related Curriculum. Students can also follow a Functional Skills course at an appropriate level. 

5EG

The students are following a 2 year Functional Skills English course, leading to an accreditation at Entry Level 1, 2 or 3. Functional skills will provide the students with essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and work. 

5KR

Students follow a 2 year Functional skills English course, leading to an accreditation at either Level 1 or Level 2. The course will ensure students have good communication skills in reading, writing, speaking and listening. 

WILLOW

Students are working through the ASDAN Personal Progress Qualification. 

 

ACCREDITATION ROUTES

OCR Entry Level English 

AQA GCSE English 

ASDAN Award scheme – Transition through to Gold. 

Functional Skills 

THIS SUBJECT ADHERES TO THE RELEVANT POLICY GUIDELINES OUTLINED IN THE SCHOOL GENERAL POLICY DOCUMENT. 

COMPREHENSIVE DOCUMENTATION IS HELD BY THE SUBJECT CO-ORDINATOR WHO, FOR THIS SUBJECT IS MRS SARAH HODSON AND MRS SARAH WILKINSON 


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