English

English is a core curriculum subject taught every day as each child must be equipped to succeed in their next destinations. Pupils will be taught broad coverage of the secondary English curriculum in preparation for Entry Level skills so they can have every chance to pursue further study such as GCSE in English. We are aware that English and any language based qualifications present a potential barrier for our our particular population of pupils due to differences in their comprehension linked to meaning and ability to predict context. Cross curricular links are made throughout the curriculum.

The English curriculum challenges and inspires our pupils to continually build their skills and confidence. Differences in social communication and social understanding are central to the diagnosis of autism, therefore reading, writing, speaking and listening objectives need to be underpinned by good teaching methodology. 

Our broad curriculum ranges from the study of classic novels to Shakespeare as well as modern fiction. Our aim is for our pupils to enjoy reading and studying a broad range of texts, underpinned by a teaching methods that support understanding and meaning.

Our pupils develop imaginative creative writing skills in the form of descriptive stories and letters and biographies. In addition, we focus on how this knowledge can be applied to real life to equip our learners with the functional skills required to ensure their broad access to the curriculum and prepare them for the next stage of their education. Our aim is to ensure our pupils follow a pathway that gives them every opportunity to progress and succeed. Working in small groups within classes of 8 pupils supported within a nurturing learning environment where help and guidance is available in areas of need. We do not force handwriting for those with weak fine motor skills, instead we offer alternative methods of recording written work using a range of technology and software. 

Pupils in Key Stage 3 and 4 follow an engaging, varied programme of study based on National Curriculum programs of study tailored to meet individual needs. English Skills are taken from the National Curriculum Program of Study: https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmesof-study.

We deliver our English sessions in a way that accommodates our pupil’s uneven profile of strengths and skills.

We aim to develop our pupils love of language and literature and improve access to a broad English curriculum. However, we are responsive to our pupils’ learning needs. Our pupils can appear to be very proficient readers when assessed, however those who can read with a high level of fluency and accuracy may find it difficult, when questioned, to summarise what they have read, including the ‘gist’ of the story.

• The teaching of reading and phonic development at Windmill is combined and enhanced through personalised learning programmes where pupils are given opportunities to play games with sounds, listen to sounds and use a variety of support materials and IT based solutions. However, there is an acknowledgement that language development in autistic children follows Gestalt principles, this means children learn language in longer chunks, known as gestalts: such as whole phrases, sentences or conversations heard in real life or through media, memorised and reproduced verbatim, often without an implicit understanding of the  semantic ( meaning) or syntactic (grammar) structure(Prizant, 1982; Prizant & Rydell, 1984). As many autistic children develop language with this  gestalt language acquisition style, we  embracing gestalt language development as a neurodiversity-affirmative practice and we make recommendations for parents and professionals to understand and respect this alternative developmental pathway.

  As pupils develop their communication and interaction competencies they are encouraged to express their views more. ‘Pupil voice’ should permeate all areas of school life e.g. pupils learning to choose (e.g. an activity or an individual pupil target) but self advocacy should be built into curriculum planning and specific lessons ensure pupils are widely understood when they communicate.

  Pupils have opportunities to choose their own books with guidance, developing strengths in reading for meaning whilst promoting the enjoyment of books. 

  In Year 9, most pupils will begin work towards a two-year course in English that covers Literature and Language. Pupils who require additional support in English will complete the Edexel Entry Level program as a pre-requisite to GCSE study or they may be entered for both externally assessed qualifications to offer a coursework only route to prepare for foundation level GCSE study. Entry Level is a qualification that assesses knowledge below a GCSE.  Entry Levels 1 – 3 are below GCSE level, Level 1 is comparable to GCSE grades 1 – 3, and Level 2 is comparable to GCSE grade 4. 

• We have carefully selected  a 'class reader' these are books that are suited each class academic ability and relevance to our wider curriculum For example, " a curious incident of the dog in the night-time' allows neuro-affirming texts.  In Key Stage 4 and 5 your child will begin preparation for their exams, where we work on exam readiness skills. We offer Entry Level  (1-3), GCSE English Language and Literature GCSE (1-9). We build upon previous learning from KS3 and apply it to your child’s chosen qualification.
• Preparation for Adulthood is embedded in the curriculum to teach your child to apply English skills to job interviews, form filling and presenting information. Reading a huge focus for the whole school and we incorporate reading sessions and library time within English lessons for all pupils. 

• Our teaching approaches across the school are needs led with engagement at the core of our curriculum. Therefore we acknowledge this when we select books and core texts to ensure relevance and meaning.

  Assessment 
• All pupils will complete a Reading Age assessment at the beginning of each academic year. Your child will also be assessed termly, using teacher assessments 'Connecting Steps' and end of unit assessment such as quizzes, end of topic assessments and practice assessments. Pupils in KS4 and 5 will be prepared for any examinations when we feel they are ready to take them. In most instances, pupils sit their exams at the end of the second year of starting their course.