English

We believe that English and Communication are integral to engaging with the curriculum, enhancing life experience and facilitating independence. Across the Curriculum we have four Trajectories that provide ambitious guidance on progress (see progress and attainment). As such each Trajectory is designed to support all students through our intent and vision, our pedagogy and expectations for life beyond Baskerville. With this in mind the English programmes of study are constructed in order to target skills gaps and misconceptions, ensure access to the curriculum, and to prepare students for their next steps. At all levels there are robust and comprehensive baselines that include:

  1. Reading Age

  2. Comprehension Age

  3. Spelling Age

  4. Language Development Stage

and swift and timely interventions to provide support to ensure that students stay on track, and thus are adequately prepared for life after Baskerville.

The Yellow Trajectory – Students Working between P3 and P6

Intent

Communication is an intrinsic part of the curriculum; at this level most students will have a communication profile but not all. Students will be supported by the involvement of Speech and Language Therapists and Occupational Therapists providing a holistic approach to literacy development. ILP’s are written collaboratively and progress is monitored by staff, and reviewed termly with all parties involved. Literacy planning will be revised accordingly to target the next steps in pupil’s progress.

Implementation

Highly structured programmes of study that embrace the use of communication aids, direct instruction, and to identify ‘functional words’ through shape and whole word recognition facilitated by the use of Makaton and TEACCH approaches. Literacy is developed through a students’ ability to engage with the world around them, using communication profiles and daily observation, students focus upon developing vocabulary, receptive and expressive language to enhance and facilitate independence.

Impact

Students working in the Yellow Trajectory work towards Personal Progress Entry Level 1. The qualification ensures that all learners are given the same opportunities to access appropriate and relevant education to develop new skills and improve their life outcomes. The course is designed to allow students to develop their skills in areas such as communication, reading and writing, mathematics and independent living skills.

The Purple Trajectory – Students working between P8 and Entry Level 2

Intent

Students working at the Purple Trajectory Level will be working towards greater independence. Self-expression and engagement at home, school and in the community are fundamental to a healthy and happy life, our curriculum is designed to facilitate this in preparation for life beyond school.

Implementation

At this level programmes of study are designed to develop word recognition, language skills and comprehension. Drawing upon a Phonics base curricular, students follow a structured programme that is supplemented by Colourful Semantics and four colour coded stages to enhance grammatical knowledge that is rooted in ‘semantics’ (meanings of the words). Some students will also follow Speech and Language programmes of study to support students in moving from the ‘concrete’ to the ‘abstract’, developing a greater understanding, particularly where students have delayed language skills or language impairment.

Impact

Our vision is that students will be able to communicate their needs effectively and become active participants in life beyond school, at home, and to support further learning.

The Green Trajectory – Students working at P10 to Level 1 qualifications

Intent

In the Green Trajectory our intention is to prepare students for the next stage in their academic life, and prospective employment or internship. Embracing the ethos of the National Curriculum where: ‘students will be taught to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, and so that others can communicate with them. Through reading in particular, students have a chance to develop culturally, emotionally, intellectually, socially and spiritually.’ A modified curriculum, with an emphasis on reading comprehension aims to broaden a student’s experience of English; raise their expectations and enable them to engage both academically and socially.

Implementation

Building upon Key Stage 2, a systematic phonics based curriculum is designed to target gaps in knowledge when reaching secondary age. Core reading texts focus upon the consolidation of key skills, particularly comprehension and inference; whilst extending those skills in order to access the whole school curriculum on offer to ensure full participation and inclusion. The use of Key Performance Indicators (KPIs) ensure that students meet those set out in the National Curriculum, albeit at differing ages; focussed upon developing students’ ability to: communicate (speaking and listening, and composition); spell; read independently; read for meaning; develop writing skills and talk for learning and writing. Departmental schemes of work identify where these key areas are best represented and a coherent pedagogical approach develops a ‘language for literacy’ appropriate to ability, allowing individualisation within schemes of work. Clear links to the Red Trajectory are available through ‘Stretch and Challenge’. The ethos of the secondary curriculum remains the same, and where possible designed to provide as rich an experience of the English Programmes of study as possible and to foster a love of reading.

Impact

Students in the Green Trajectory aim for a minimum of Entry Level 3, providing challenge to facilitate Level 1 and 2 qualifications, and in some cases G.C.S.E English Language. With core English skills, students will read widely, communicate effectively, and hold academic and social aspirations beyond Baskerville. Students will use English qualifications as a Spring Board to both academic and vocational study.

The Red Trajectory – Students working at P14 to G.C.S.E

Intent

In the Red Trajectory our intention is to prepare students for lifelong learning and employment with a focus upon pupil outcomes. Alongside critical thinking skills and engagement through effective communication and understanding, our intention is that all students aim for G.C.S.E English Language that will facilitate entry onto a range of vocational or academic subjects beyond school and college.

Implementation

All students follow the full National Curriculum, with the exception of undertaking a full study of Shakespeare in Key Stage 4, preferring to give students time to focus on the area of study outlined by AQA English Language. The Red Trajectory is however, wide, varied and challenging, hence fostering academic resilience and critical thinking skills is a key factor throughout.

Impact

Students are equipped with a strong command of the spoken and written word, facilitating and supporting their love of literature through widespread reading for enjoyment. All students aim for G.C.S.E English Language that will facilitate entry onto a range of vocational or academic subjects beyond school and college. The Red Trajectory is however, wide, varied and challenging, hence fostering academic resilience and critical thinking skills is a key factor throughout.

Student Interventions

While students with Autism have many creative talents, they can also face many challenges: comorbid factors associated with the condition impact upon the learning process. At Baskerville education is an individual experience: each experience tailored according to need. Put simply, we pride ourselves in ensuring that no matter what the barrier is, we are flexible enough to ensure that ambitious outcomes can be met. Our success is not only measured by ‘expected outcomes’, according to trajectory, but the learning journey itself: ‘how’ they get there. We are happy to discuss the support available to students with potential parents or carers and other stakeholders.