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, allowing pupils to move from a pre-formal to a more formal approach when they demonstrate a readiness to learn in this way. Teacher assessment at every stage informs 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, irrespective of their age or curriculum pathway.

Whole School Overview of English

English is taught on a daily basis, either as a discrete subject or embedded in a cross-curricular manner within 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.

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 September 2023). 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.

Getting Read Write Inc. Ready

When pupils demonstrate that they have an emerging understanding of phonics and letter sounds, they begin to access 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 single letter 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. At this stage, progress in English is measured and evidenced using the Thomas Bewick Learning Journal (TBLJ) and Individual Progress Plans (IPPs).

Read Write Inc. (RWI)

When pupils are ready for formal learning, they 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

Comprehension

Once pupils have finished the RWI programme, they move onto the RWI Comprehension programme which supports pupils to read, write and communicate, still 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 Comprehension 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 Comprehension 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
• Listen 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

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 Functional English at pre-entry, Entry Level 1, 2 and 3, and then Level 1 and 2. Qualifications at this level are recognised as fulfilling entry requirements for further vocational study, internships, apprenticeships and traineeships.

This accreditation route is an alternative to GCSE, offering learners a vocational pathway with a focus on key skills applicable to life after Thomas Bewick.

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 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.

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 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.

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