English Scheme of Work Overview


The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping students with the skills to communicate in both the spoken and written word, and to develop their love of literature through a variety of plays, poems, fiction, non-fiction, and media. In studying English students develop skills in speaking, listening, reading and writing. It enables them to express themselves creatively and imaginatively and to communicate with others effectively through their preferred means of communication.


The English curriculum offers an important opportunity to teach communication skills which are so vital for adult life, whilst also allowing students to express their ideas and emotions to others. Greenvale promotes a consistent and total communication approach. Total communication makes use of a number of modes of communication such as signed, oral, auditory, and written and visual aids, depending on the particular needs and abilities of the students. Students at Greenvale are taught to communicate their ideas and emotions to others through their preferred means of communication such as symbols, makaton signs, PECS, switches, speech, eye gaze, vocalizations and gestures.


These students are working predominantly within levels P1-3 of the National Curriculum. They are offered a curriculum related to the SLD curriculum that is based on a sensory approach, allowing students opportunities to communicate and anticipate alongside all the other early learning skills. Sessions are engaging and repetitive in nature to allow students opportunities to respond to familiar routines and sequences, and develop confidence in their communications. Signing key words, using touch cues, objects of reference and sensory cues can be used to support these students.


Most students at Greenvale are working up to and around level 1 of the National Curriculum, which is reflected in the activities and learning objectives. Students at Greenvale are encouraged to participate in challenging activities and engaging lessons. They will be taught to understand and use the conventions for discussion and debate, as well as continuing to develop their skills in working collaboratively with their peers when reading, writing and speaking across the curriculum. They will also be taught to write for a variety of purposes and audiences across a range of contexts. They will develop their knowledge of vocabulary and grammar through their preferred mode of communication. They will study texts and authors more appropriate to their age for example studying modern teenage authors like Jaqueline Wilson or Michael Morpurgo or poets like Benjamin Zephania alongside Classical writers like Shakespeare or Dickens and Poets like Samuel Coleridge. Level 1 stories and texts are used to allow students to experience texts that they can enjoy and access independently which also facilitate an immediate interest and motivation. In general texts are selected that are cartoon like or neutral without portraying very childlike content so that they are appropriate to the age of the students. The English curriculum allows students to widen their horizons and experience and enjoy texts from a wide range. Developing skills in reading, writing, grammar and vocabulary and spoken English are vital to allow and support access to all other areas of the curriculum. Beyond this it builds the foundations of enjoyment of literature that students can develop throughout the rest of their lives.


The English curriculum promotes the highest possible academic achievement for all our students. For our most able students this means they are supported in various ways according to their abilities and needs. Students working within NC levels in English are also encouraged to participate in challenging activities and engaging lessons, teachers have high expectations and use effective resources and students have frequent opportunities to reflect on learning.


Throughout all books, resources and module themes there is a fair reflection of the varied culture in which we live. Some specific modules focus on stories or key figures from other cultures. Reading materials such as the Rapid Reading Scheme represents different cultures in their books. Students are encouraged to enjoy and respect the varied stories, artefacts and activities that can be developed from these modules. There is access to biographical books that provide positive role models of women, disabled people and people from other cultures. Music, video and artefacts are also available to support the work in this area.