English at Key Stage 3
Rationale:
Reading and writing can be especially challenging for pupils with a visual impairment as they require sustained visual (or tactile) attention.
Many pupils will continue to need scaffolding of learning opportunities and support in motivation to develop these skills. We will often make tasks shorter or simpler etc to facilitate this.
We will always aim to develop independence but recognise that for some pupils this will be more difficult to achieve.
Aims:
· to develop fluency in reading and understanding
· to develop vocabulary and understanding of grammar through formal practice and within the context of other ‘English’ work
· to enjoy and appreciate a range of stories, poems and plays
· to develop clarity and expression in writing, with some pupils able to adapt the style and form of writing for different audiences and purposes.
· to use discussion in order to learn
· to develop competencies in speaking and listening with some pupils able to make formal presentations and take part in debate.
Organisation of teaching and learning
There is a 2 week timetable, during which pupils generally have 7 lessons. Within each two week cycle, lessons will be split between English Language skills work (including writing, vocabulary grammar and punctuation – sometimes referred to as ‘skills’ lessons, and spelling work) and English Literature (where work is based around developing comprehension and analysis of the text).
The English literature element will, wherever suitable, provide the context for developing reading and writing skills, along with speaking and listening activities.
For ‘skills’ work and spelling, there will be opportunities to review and consolidate work alongside the learning of ‘new’ learning in order to mitigate for the reduced experience of written English of learners with a visual impairment (and to acknowledge the needs of pupils who may also have additional learning difficulties).
Curriculum guidance includes;
· Rationale Statement
· Contexts for learning and study
· Vocabulary, Grammar and Punctuation (based on Appendix 2 from Key Stages 1 and 2)
· Spelling (based on Appendix 1 from Key Stages 1 and 2)
· Reading: Development of Comprehension in Reading (Assessment guidance document)
· Writing: Development of Writing skills (Assessment guidance document)
KL/MB/SB June 2014
Vocabulary, Grammar and Punctuation
This will be taught with specific reference to Appendix 2 (Vocabulary, Grammar and Punctuation) and ‘P’ levels where required
It will begin with an assessment of skills at the start of the key stage (informed by their measured progress at the end of KS2)
We will then
· specifically teach the remaining elements of Appendix 2 (through dedicated ‘skills’ lessons) - new learning
· revisit, more briefly, areas that have previously been taught (probably looking at the ‘current and previous ‘year group level’ of learning) - consolidation
Each term will have elements of new learning and ‘revision’
Within each year, there will be opportunities to review and consolidate work - with reference to V, G and P through the use of
· short, starter activities and punctuation dictations for more able pupils,
· and specific, focussed ‘skills’ lessons for less able pupils
Use of terminology:
Correct terminology will be used in teaching some learners, but we will not insist on ‘lower ability learners’ being able to understand and use these terms as long as they are able to demonstrate the skill.
Spelling
Sound phonic knowledge will be a basis for spelling work and will be supported through reading activities (see earlier) . The level of work will be based on the combination of word reading and spelling abilities
This will be taught with specific reference to Appendix 1 (Spelling) and ‘P’ scales where needed.
It will begin with an assessment of skills at the start of the key stage (informed by their measured progress at the end of KS2)
We will then
· consolidate (within the year group level)
· teach the remaining elements of Appendix 1 (through dedicated spelling lessons) - new learning
· revisit, as required, areas of previous learning
Each term will have elements of new learning.
English Key Stage 3: Contexts for learning/study
The complexity of the material will be chosen to reflect the learning ability of the group.
Over 3 years, everyone will cover novel, poetry and plays at a rate of at least 1 novel per year, plus some poetry and a play at a suitable level and length for the group.
We have reduced the scale and scope to take account of reading speeds, comprehension levels and conceptual levels of understanding/experience.
Year 7
· Taking into account ‘transition information’ on pupils’ previous assessment, Key stage 3 begins with a review of word reading skills and the reading descriptors from Key stage 1 and 2 to confirm the levels at which phonic reading and spelling work should begin
Some (lowest ability) / Some (middle ability) / Few (highest ability)Non-fiction / comprehension, simplified adverts, news reports and internet articles + simplified biography / comprehension, adverts simplified news reports and internet articles + simplified biography / comprehension, adverts news reports and internet articles + biography
Poetry – Poetry is FUN
Includes ‘feature poets e.g Roger McGough / includes reading, studying and writing
simple rhyming and acrostic poems
short comic poems
e.g. please Mrs Butler or / involves reading studying and writing syllable control poems
limerick, haiku by reading, studying and writing contemporary poet/ including song lyrics / involves reading studying and writing syllable and rhyme control and non-rhyming poems by contemporary poet/s and song lyrics
Plays
+ Theatre visit
+ School Christmas play / short, simplified versions of known stories in play form (e.g. film or folk tales) / scripted version of known story – beginning to look at stage directions / play version of unknown contemporary story looking at stage directions and ‘staging’
look at stage directions/staging of our own Christmas play
Novels/Stories
everyone reads at least one novel/longer story / 1 contemporary novel (chosen for simplicity and/or abridged))
possibly supplemented by fairy tales/shorter children’s books from ‘Primary’ age for some lower ability pupils / 1 more extended contemporary novel
e.g Roald Dahl/ Jacqueline Wilson / 1 contemporary ‘teenage novel’
Pupils are encouraged to read further books by the author we have studied
Year 8
Some (lowest ability) / Some (middle ability) / Few (highest ability)Non-fiction / comprehension, simplified adverts, news reports and internet articles + simplified biography
includes looking at simple persuasion / comprehension, simplified adverts, news reports and internet articles + simplified biography
includes looking at persuasion / comprehension, adverts, news reports and internet articles + biography
includes looking at simple persuasion and bias
Poetry is skilful and fun / involves reading studying and writing syllable control poems
limerick, haiku by reading, and studying contemporary poet/s / involves reading studying and writing syllable and rhyme control and non-rhyming poems by contemporary poet/s / involves reading , studying and writing poems using figurative language (simile and metaphor) along with poems on a theme e.g. animals
Plays
+ theatre visit
+ Christmas play / scripted play version of known story – beginning to look at stage directions / play version of unknown contemporary story looking at stage directions and ‘staging’
looking at stage directions and staging of our own Christmas play / contemporary play from another culture OR unknown play with non-contemporary setting from
Novels/Stories / 1 contemporary novel (chosen for simplicity and/or abridged))
or short and simple stories like ‘Spirals’ / A contemporary novel
e.g. Holes
Pupils encouraged to read further books by the same author or contemporaries / A pre 1914 novel + a contemporary novel by a different author to compare across texts
Pupils encouraged to read further books by one of the authors
Year 9
Some (lowest ability) / Some (middle ability) / Few (highest ability)Non-fiction / Use of dictionaries. Look at reports, e-mails, letters adverts which link to ‘real life’ situations (preparation for functional skills work) – including short and structured comprehension. / Comprehension, adverts internet articles etc – looking at the intentions behind the text as well as the use of organisational features (bullets/fonts/graphics and slogans + main idea and fact/opinion / Study the way non-fiction is structured and how the writer conveys meaning through layout, language choices, sentence length as well as bias, fact and opinion
Poetry is skilful and can be funny or serious / involves reading studying and writing syllable and rhyme control and non-rhyming poems by contemporary poet/s / some simpler pre-1914 poet
e.g. Blake or Wordsworth and some of the simpler first world war poems.
Also includes elements of figurative language / study of sonnets and ballads from contemporary and reaching back to war poets and pre-1914 poetry
(featuring assonance, enjambment and higher features of poetry analysis)
Plays / play version of unknown contemporary story looking at stage directions and ‘staging’
looking at stage directions and staging of our own Christmas play / Shakespeare play in modified language and supported by video / Shakespeare play in the original- supported by synopsis and video as needed
Novels/Stories / World literature through short stories and folk tales e..g. Anansi / A contemporary novel or short stories from another culture / A contemporary novel from another culture