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Maplefields Academy

A Specialist Social, Emotional & Mental Health Academy

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English

 

Introduction:

We pride ourselves here at Maplefields with a wide a varied English curriculum that spans all key stages and abilities. We, as a whole school, plan and assess to the needs of each individual learner to ensure that they not only make good progress but enjoy learning along the way. Reading opportunities are provided each day both independent reading and class group and the students have access to a large selection of texts both fiction; written by their favourite authors and new ones and non-fiction to ensure that there is something for everyone.

Key skills are taught each term as a whole school approach to ensure that our learners are familiar with the skills language and have opportunities to build on them throughout their time here. We work with a variety of learning approaches with the intention of all students gaining qualifications prior to moving on to their next learning phase.

Learning is not confined to the classroom, we are able to offer an outdoor classroom, local visits, visitors in school, a fully equipped drama room and well maintained outside areas which are perfect for stimulating our minds and enhancing learning.

 

English curriculum statement

  • In English, our intention at Maplefields is to give our pupils the opportunity to:
  • Become fluent in the art of reading easily, fluently and to develop a good understanding of what they read whilst promoting positive habits of reading widely and often, for both pleasure and information expanding the complexities of texts as they progress from Phonics and Decoding and develop to a rich appreciation of our varied literary heritage.
  • Build self-esteem by the acquisition of a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language to support their reading and writing. Pupils’ knowledge of language, gained from stories, plays, poetry, non-fiction and textbooks, will support their increasing fluency as readers, their facility as writers, and their comprehension.
  • Promote a sense of independence through the mastery of Basic Skills and concepts including being able to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • To develop communication skills and positive relationships through debates and presentations. Enable pupils to research and follow a line of enquiry, to identify facts and opinions, to develop an argument or proof that is justified through increasingly complex language and be able to use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • Build self-esteem and confidence through a structure and routine of sequential learning that builds on basic skills. To allow experimentation and experience to inform judgements that also link to real world concepts.
  • Incorporate cross-curricular skills such as comprehension through school agreed programmes (For example Talk 4 Writing), English and Drama theatre excursions, ICT and Media projects and primary topic focusses.

 

 

EYS and KS1:

Our youngest students will develop the basics of literacy, these include reading, writing and speaking and listening. For the most part the lessons are delivered through the use of Read, Write Inc, Talk 4 writing, play, art, Design and technology, ICT and topic work. This ensures a multi-sensory approach to their learning. The lessons are designed to cover Instructions and explanations, handwriting, spelling, punctuation, homophones, sentence structure and paragraphing which are all key skills and are covered through texts such as Romeo and Juliet, Classic tales- little red riding hood etc. Story boards/sequencing, the Gruffalo and nursery rhymes.

 

Lower KS2 (year 3/4):

Our next cohort of students will build upon the basics of literacy, these will continue to include reading, writing and speaking and listening. The lessons are delivered through literacy lessons but continue to include the use of Read, Write Inc, Talk 4 writing, play, art, Design and technology, ICT and topic work. This ensures a multi-sensory approach to their learning. The lessons continue to be designed to build upon skills such as Instructions and explanations, handwriting, spelling, punctuation, homophones, sentence structure and paragraphing which are all key skills and are covered through texts such as Shakespeare-midsummer night’s dream, Fables Story boards/sequencing, Imaginative stories The Hole, Fantasy-How to train your dragon and will study Poetry.

 

Upper KS2 (year 5/6):

Our students in years 5 and 6 will expand the basics of literacy, these will continue to include reading, writing and speaking and listening. The lessons are delivered through literacy lessons but may continue to include the use of Read, Write Inc, Talk 4 writing, play, art, Design and technology, ICT and topic work. This ensures a multi-sensory approach to their learning which is familiar along-side the more focussed English style lesson preparing them for future years. The lessons will continue to be designed to build upon skills such as Instructions and explanations, handwriting, spelling, punctuation, homophones, sentence structure and paragraphing which are all key skills however, there is a two year rolling programme of study (A&B) which are covered through texts such as Shakespeare-Macbeth, Jungle book, biographies, short stories, myths and legends and poetry (A) and Shakespeare’s Hamlet, The explorer, The language of advertising and persuasion (skills not a text), short stories, myths and legends and finishing off the year once again with poetry.  

 

KS3:

Yr 7:

Our year 7 students are in transition from the primary model to a more focussed secondary model. They will continue to follow the whole school approach to the termly skills focus of handwriting, spelling, punctuation, homophones, sentence structure and paragraphing. They will have the opportunity to develop their understanding of writing accurately for a wide range of purposes and audiences, biographies and autobiographies, non-fiction and fiction. The pupils will learn new vocabulary, develop their knowledge of grammar and plan, draft, edit and proof read. Where appropriate we use Read, Write Inc and Access to Literacy to individualise work for pupils who find literacy challenging. Writing frames and ICT equipment are used to extend our student’s writing alongside multisensory approaches.

 

Yr 8/9:

Again, our year 8 and 9 students work on a two-year rolling programme where the key skills are taught in accordance with the whole school approach of a termly focus. Handwriting, spelling, punctuation, homophones, sentence structure and paragraphing. Our students will develop their understanding of The Tempest (Shakespeare), A Christmas Carol, Film and Media, short stories, contemporary fiction, Of Mice and Men and poetry through music in cycle A and Macbeth, Blood Brothers, warhorse, short stories, Of Mice and Men and war poetry in cycle B. The pupils will learn new vocabulary, develop their knowledge of grammar and re-drafting. Where appropriate we use Access to Literacy to individualise work for pupils who find literacy challenging. Writing frames and ICT equipment are used to extend our student’s writing alongside cross curricular activities.

 

KS4:

 

Our key stage 4 students again work on a two-year rolling programme where the main focus is preparation for GCSE exams and City and Guilds entry level or level 1 and 2 qualifications. They will cover Romeo and Juliet, Jekyll and Hyde, preparation for Speaking and Listening assessments, exams and poetry anthology work during cycle A and in B we cover A Midsummer-Night’s Dream, Frankenstein, preparation for Speaking and Listening assessments, exams and poetry anthology work.

Students continue to cover the whole school termly focus of handwriting, spelling, punctuation, homophones, sentence structure and paragraphing.

The students will continue to build on previous skills. The lessons will cover advanced linguistic and vocabulary exposure, analytical writing, descriptive writing, non-fiction writing and analysis, comprehension, extended response writing, language devices, presentational devices, debating and presenting skills, a wide variety of writing for different purpose and in differing formats.

 

 

 

 

 

 

 

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