We are proud of our bespoke and individualised English curriculum and have high aspirations for all of our students. The curriculum is designed to enable students to function with independence as members of society, both now and in the future. Students receive a bespoke curriculum that is related to attainment, not age and ensures continuity and progression. We recognise the necessity to develop students’ knowledge and skills within a cross-curricular and interwoven programme of speaking and listening, reading and writing (recording).
Treloar School aims for students to:
- develop strategies to communicate effectively
- develop the ability to read, understand and respond to all types of written communications through carefully planned, personalised and meaningful learning opportunities across the curriculum
- communicate, read and write with increasing confidence, fluency and understanding
- be empowered to communicate and develop their thoughts, ideas, feelings and identity and connect themselves with the world they live in whilst developing their writing/recording skills
- develop and embed their ever-growing vocabulary, through an interest in words and their meaning
- be encouraged to develop a love of reading and to read for enjoyment
- develop curiosity and an understanding of the contribution writing makes to their communication, knowledge and well-being as they are able apply these skills in everyday life.
- experience a range of text/media types and genres, across a range of contexts, to develop their understanding
- learn to write and respond to a variety of styles and genres and be able to apply characteristic features of texts in their own work
- be able to use a full range of reading cues, to monitor their reading and correct their mistakes
- have the opportunity to develop their creativity and imagination
Our curriculum is grounded in the extensive work and research undertaken on the development of our Treloar Literacy Tree alongside a Reader of Primary Education from Sussex University to ensure the curriculum meets the range of student needs. It is based upon national frameworks and specialised curriculum models (IMPACTS, Early Years Foundation Stage and National Curriculum) and various phonic and reading guidance including Letters & Sounds, Reading Framework, Treloar’s vocabulary list leading to appropriate accreditations and qualifications. It captures the ingredients of a strong dynamic, knowledge based, balanced and exciting curriculum whilst celebrating the importance of our multi-disciplinary working with speech and language therapists who shape and inform interventions for each of our students.
We prioritise the development of reading skills across phases, ages and throughout all curriculum areas, this is particularly crucial for students who use Augmentative and Alternative Communication (AAC) devices as their means of communicating.
Every student at Treloar is a reader. From inferring meaning from objects, images and symbols to exploring both formal and informal texts, fiction and non- fiction, poetry, plays and drama. Phonics is taught in context as well as through systematic structured teaching where suitable using the Letters and Sounds programme. Promoting phonological awareness, linking with letters and understanding print gives a comprehensive and accessible environment for the development of these skills. Collaboration between specialist educators and therapists ensure students are baselined and assessed to review progress and appropriateness and identify any interventions needed.
Each student encounters class based regular reading sessions which focus on improving reading and comprehension skills and giving them opportunities to apply new knowledge and skills across a range of subjects. Texts and stimuli are carefully planned and sequenced throughout the key stages within a topic-based curriculum. Priority is given to capture students’ interest, knowledge and vocabulary whilst engaging students emotionally.
We know that emotional engagement is the tipping point between leaping into the reading life or remaining in a childhood bog where reading is endured only as a means to other ends.
Maryanne Wolf, Director of the centre for Reading and Language Research
Students will experience and be exposed to both formal and informal use of language (both traditional and culturally diverse) as part of the sequence and development of skills. This is embedded from EYFS throughout our school; from joining in with and learning nursery rhymes and short poems; to role-play; to retell stories; to share ideas; to narrate their actions; singing and signing and exploring musicals and drama.
As part of their learning students regularly visit our onsite Learning Resource Centre (LRC), to enrich and broaden their experience of books and literature and increase their independence. The LRC promote regular Reading Challenge events throughout the school year, which are curriculum related and have a whole school focus.
To request further information about how this subject is taught, please email: School.Office@treloar.org.uk
- Curriculum purpose
- Curriculum delivery
- Skills and Subjects
- Key Stages
- Early Years
- From 5-16 years
- Sixth Form