English

What are the subject objectives?

Communication at Redwood Park is a priority within English and across the whole curriculum. It is our intent to enable pupils to express their wants and needs, opinions and preferences through the different methods of communication used individually.

English is divided into three core areas:

Reading
Writing
Speaking and Listening.

Reading – Every child deserves to have opportunities to develop their reading skills, and it is Redwood Park’s intent that children will be enabled to read independently whether that is different genres of information for functional purposes, or to read for pleasure through different mediums, including technology such as websites and sites of interest.

Writing – Building on an expanding vocabulary through reading, pupils will have functional writing skills which will support their onward study at Post 16 and beyond. The breadth of focus will include, for example, formal and informal genres like email and letter writing, stories, diaries, instructions and persuasive writing.

Speaking and Listening and Communication - The intention is that children experience a language rich environment which models appropriate communication skills. For those with communication difficulties, effective alternative methods are encouraged and utilised to enable them to successfully express themselves. Understanding the need to listen carefully, and for understanding, together with the pupils, Redwood Park Academy will guide pupils to develop effective speaking and listening skills.

How is the subject delivered?

Reading - Pupils at Redwood Park are offered a range of reading opportunities across the curriculum and within English. Reading is supported through text and symbols whilst regular exposure to Redwood’s Sight Words develops pupils’ ability to build a firm foundation of recognisable words. These sight words are selected from different subjects within their school timetable, plus additional words needed in everyday life. In class time, pupils have opportunities to read with an adult, where fluency and understanding are carefully checked and monitored. Each pupil's reading ability is baselined and, for those pupils whose reading skills are still developing, further Phonics support is given by way of a structured programme of Read Write Inc. These students usually have a reading age of below 8 years of age.

Writing – Pupils enjoy a wide variety of opportunities to practice their writing skills, from early mark making and letter formation, through to more complex pieces which includes rich vocabulary, punctuation and grammar. Support is given to ensure pupils can make themselves understood through their written words, for whichever purpose they are writing. Pupil work is monitored, and examples of progress is communicated with parents via Earwig.

Speaking and Listening – Skills in speaking and listening are practised every day in formal and informal situations. For KS3 pupils, opportunities to join informal discussions, ask and answer questions, and share opinions occur naturally. Whilst linking with the topics used in the lessons, teachers skillfully create opportunities to support the development of individual short-term targets, be that to take turns in a conversation, to ask a question and wait for a reply or to infer meaning from an ambiguous answer.

Impact and accreditation

Understanding the academic pathway for each pupil helps to map which Year 11 exam or assessment they will approach, be that Unit Awards, Entry Level 1,2,3 or Functional Skills Level 1 or 2. For a very few pupils, the opportunity to prepare for and sit an English Language GCSE will be considered and delivered. It is the school’s intent to provide the right, aspirational opportunity for all pupils so they progress to their Post 16 placement with the best qualifications appropriate to them.

Redwood Park reviews the impact of the English curriculum through regular formative assessments and in-class assessment for learning. Teachers monitor progress towards the lesson aims daily and cross reference the short-term targets each child has. Progress is noted and evidence uploaded onto Evidence for Learning – usually with photographs of the pupil completing a task which demonstrates achievement.

In KS3, teacher assessment forms the basis of data collection. The professional view of the teacher, who knows and understands the pupil well, records progress as well as areas which require development and further support. This is shared with parents in reports and annual reviews.

In KS4, pupils are working more clearly towards formal outcomes by way of Functional Skills assessments. The flexibility of the assessments ensures that pupils can be entered into different levels to ensure they have the best chance of leaving Redwood with the right qualification. Decisions on which level a pupil will take is made by the teacher who will reflect on the progress made to date and the potential to cope with the increase in demand of the higher levels.

Reading across the curriculum

Dedicated reading time is timetabled which includes a variety of activities which provide variety and interest whilst supporting reading. To ensure Literacy is across the curriculum, the Redwood Sight Words programme includes subject specific vocabulary to support reading and understanding across all lessons. These are looked at in classes during reading time.

In each subject lesson, opportunities to read materials is offered and encouraged.

Linking with our vision

Redwood Park's vision and English are interwoven. Skills in reading, writing and speaking and listening underpin pupil opportunities to live their best lives. Central, is knowing that children are leaving Redwood Park Academy with functional skills which support onward learning and independence. With difficulties outlined in their EHCPs, and with many possible disadvantages, the English curriculum seeks to provide support in achieving the best possible outcomes.