Sheridan believes the study of English gives pupils access to the rest of the curriculum and is fundamental to their educational success. The English curriculum developed, introduces young people to a world of linguistic concepts that open their eyes to the human experience, promoting the exploration of meaning and ambiguity as well as developing an understanding of the beauty and power of language. Most importantly, the study of English gives young people a voice.

The school supports an in-depth study of the English language whilst also advocating for a life-long love and appreciation of literature. The curriculum is designed to provide students with personalised and tailored pathways to success, focusing on the ultimate goal of ensuring they leave school having become confident linguists able to read, write, think and do.

Our personalised learning pathways within the English curriculum incorporate the recommendations from the Education Endowment Foundation, the English Curriculum report and the National Literacy Trust; ensuring a firm foundation that aligns with the SEND code of Practice.

In KS2, intent of the curriculum is focused on engaging students and making small steps. Any gaps in Literacy and Reading are recognised through initial assessments and ‘Salford Reading Tests’. As such, appropriate steps are put in place through programmes such as ‘Twinkle Phonics’ and guided interventions to ensure students are taught to confidently read and write at an appropriate level. The curriculum is designed to facilitate our children to develop a love of reading and writing as well as building the skills and knowledge that enable them to communicate effectively and creatively through spoken language, equipping them with the skills to become lifelong learners. Through the broad and balanced KS2 curriculum, combined with appropriate intervention and assessment of individual needs, we aspire for our students to become independent young people, with the appropriate skills, values and learning to progress throughout KS3 and KS4 with confidence and high self-esteem, preparing them for their futures outside of education.

The curriculum is guided by our ‘Driving Questions’ at KS3 and our ‘Driving Goals’ in KS4. This allows for a clear focus for each year group’s learning journey and encourages students to view their lessons with a ‘bigger picture’ mentality. The curriculum is developed to allow all students pathways to succeed and achieve, building in an upwards spiral from the secure foundation of knowledge established in KS2. Ample opportunities are provided for adaptation and ensuring adequate time is built into learning for gap analysis, retrieval and the consolidation of prior learning. With these core principles at the forefront of our curriculum design, we ensure all students build confidence, are supported to progress at their own pace, develop an intrinsic sense of achievement and leave our school having gained the skills and values to progress into further education or employment as well rounded and confident linguists.

At Sheridan School our approach to teaching English, inspired by our THRIVE and SCARF frameworks, fosters and promotes our ethos of achievement and success, through empowering every student to excel in a safe, caring and inclusive environment. Delivered by experienced and passionate teachers we have created an inclusive curriculum where students are exposed to a wide range of literary heritage, have the opportunity to practice and solidify their skills in both academic and imaginative writing and are taught to become competent speakers and listeners. Learning is approached in logical steps, with opportunities for spaced retrieval practice to allow students to consolidate prior learning. A broad and balanced curriculum is provided with the opportunity to explore a range of texts whilst placing emphasis on the teaching of functional skills to provide our students with life-long capabilities that will carry them into their adult life. English has a pre-eminent place in education and society; we provide a high-quality education that teaches pupils to speak and write fluently enabling them to share ideas with others and use their skills in language to participate fully as members of society.

We promote the underpinning of Speaking and Listening to further the development of pupils’ reading and writing; learning to talk and learning through talk is a priority within our curriculum. In essence, we provide students with ample opportunity to discuss what they are learning, debate effectively, and share ideas with teachers and peers as a way of both advancing and consolidating their learning. Research based practice is embedded into our teaching using metacognition to ensure learners are thinking about their own thinking. We do this through allowing ‘free talk’ amongst our students before ensuring the practiced skills of effective debate, elaboration and explanation are imbedded into how they are speaking. We ensure exposure to a wide range of writing styles, transactional, academic and creative whilst ensuring focus is placed on core literacy skills, developing vocabulary, grammar and the correct use of SPAG. The curriculum fosters a true love of reading, with dedicated reading lessons once a week to promote reading fluency, linguistic knowledge and knowledge of the world. It is ensured that exposure to reading is not restrained to exam style questions and students are instead taught to develop strong reading habits and a love of reading for pleasure.

At Sheridan School, we deliver a curriculum that:

·       Builds knowledge through personalised learning pathways based on each individuals starting point, ensuring gaps are not left and that effective gap analysis is conducted to consolidate learning and minimise the risk of impacting students’ ability to develop and understanding further learning.

·       Ensures reading, writing and spoken language are taught with equal priority, recognising the need for a secure foundation in literacy skills and exposing our students to rich vocabulary.

·       Enables students to make deep connections across linguistic ideas to develop understanding, fluency and confidence in their ability to read, write, speak and listen.

·       Promotes engagement and gap analysis in KS2, providing intervention and a clear phonics programme to support students to read and write competently.

·       Allows time for phonics to be build into KS3 and KS4 learning when needed, ensuring no student is left behind.

·       Is guided in KS3 and KS4 by ‘Driving Questions and Goals’, encouraging students to view their learning as part of a bigger picture, stimulating interest and create authentic learning experiences for students.

·       Creates confidence in applying skills taught in English to other subjects across the curriculum, creating a holistic approach to education that embeds literacy as the foundation of all learning.

·       Gives students the understanding that being a confident linguistic will prepare them for every-day life and their future after school, allowing them to take skills learnt and apply them to real life situations.

·       Results in students leaving Sheridan School with nationally recognised qualifications in English.

Throughout Sheridan school, all students have equal access to a broad and balanced curriculum, adapted where required to ensure all students can achieve and thrive. Students are encouraged to clearly understand the relevance of their curriculum, confidently discuss what they are learning with others and critically relate their learning to the wider world. This, in turn, promotes confidence and self-esteem, developing individuals who can achieve and thrive not only as students of Sheridan School, but as members of their community and society as a whole.

An overview of the English curriculum at a whole-school level

At a Key Stage 2 (KS2), the curriculum focuses on engaging students, taking clear steps forward and ensuring no child is left behind. Our KS2 approach ensures that gaps and individual needs are identified early, allowing for timely and appropriate interventions and scaffolding where needed.

Students are encouraged to read, write and speak confidently.  The ‘Twinkle Phonics’ scheme, the ‘VIPERS’ reading scheme and a broad, balanced and relevant curriculum, prepares students well for further study.  Students are exposed to a wide range of books, topics and opportunities that widen their English knowledge whilst inspiring them to become interested and engaged learners.

Upon entry to Secondary, the English curriculum is centred around a ‘Driving Questions and Goals’ approach; empowering students to take an active role in their learning. The open-ended questions draw together the topics studied in each year, providing deeper understanding of what is being studied and why it is being studied. Through the utilisation of this model, higher order thinking, student ownership of their learning pathways and student’s enquiry skills all are promoted.

The curriculum aims to shift the focus away from rote memorisation and towards exploration and discovery, meaning students are encouraged to become active participators in their learning journey, adopting a ‘bigger picture’ mentality and relating their learning to real-world experiences.

The curriculum is designed to be engaging, interactive, and responsive to the SEMH and EHCP needs of students. All lessons have core foundations in our THRIVE and SCARF approaches, embedding the core principles of the ‘Sheridan Way’ model, into lesson structure and delivery. All lessons will include as standard:

·     An effective starter to retrieve prior knowledge needed for future learning

·     An ‘I do, we do, you do’ approach

·     A diverse range of summative tasks to assess pupil progress

Teachers follow a Mastery approach to English, ensuring students have mastered skills and topics before moving on to new learning. It is ensured that those who are struggling with certain topics or require additional support are given clear scaffolding, tailored intervention and discussion-based tasks to ensure gaps are minimised and no child is left behind.

Across the school it is ensured that:

• Effective diagnostic assessment is carried out to identify areas of strength and weakness

• Topics are carefully sequenced so that they gradually build on foundational knowledge

• There is flexibility for teachers on how long they need to spend on topics

• There is clear monitoring of pupil learning and regular feedback so that pupils can master topics prior to moving on

• Additional support is provided for pupils that struggle to master topic areas

  
  

High quality teaching comes as a result of well-informed teachers with good subject knowledge.  Lessons have clear and adaptive learning objectives and success criteria, all of which allow for sufficient gap retrieval and assessment opportunities. The Head of Department oversees this and ensures that staff knowledge meets the needs of the topics being delivered each term and staff are encouraged to seek further support where necessary to support their teaching.

Assessment is utilised in a robust and reliable format. Staff ensure students’ needs are met on an individual basis, whilst ensuring clear assessment conditions are established to enable every child to demonstrate their skills.

Throughout each year, there are ongoing formative and summative assessment points. Students will undertake termly summative assessments alongside regular checkpoints, book markings and plenary tasks; all of which provide staff with a clear understanding of what students have retained and can do completely independently.

Analysis of any tests that students complete is undertaken and fed into future planning using a RAG rating approach. This allows for the development of an educational pathway that ensures gaps in knowledge are filled and students’ knowledge is secure before moving on.

Regular book scrutiny, both within the English department, and across the Mathematics and Science department are carried out to ensure that standards remain high across not only in English, but across whole school teaching. Moderation for assessment is also carried out on a termly basis, with summative assessment pieces being moderated across all staff within the English department to ensure a standardised approach to the quality and consistency of marking.

Key Stage 2

At Key Stage 2, students are taught in small classes, usually comprising no more than 6 students. The emphasis in lessons is placed on maintaining engagement, ‘making small steps’ and creating confident young people. Our dedicated Primary area allows Primary pupils to feel safe, with areas for sensory need and time out if required.

Upon admission, pupils undertake the Salford reading accuracy and comprehension assessment, alongside SPaG tests to identify baseline ability and their functioning ages for reading, spelling, and sentence comprehension. From these outcomes, students may be placed onto literacy interventions to improve their functioning age. In primary, pupils follow the Twinkle phonics scheme following a synthetic phonics programme focusing on sound acquisition for reading and grapheme recognition for spelling.

In the Primary phase, VIPERS reading sessions take place every morning covering a variety of texts linked to cross curricular topics. These strengthen accuracy and comprehension skills across the VIPERS strands – vocabulary, inference, prediction, explanation, retrieval and summarising. The resources are adapted to meet individual needs with micro-vipers available for developing readers.

To support and encourage early writing, colourful semantics is used to introduce and teach the basics of sentence construction, using a systematic approach to sentence building. ICT support is also available in the form of Clicker, where speech feedback, talking spell checker, audio note recorder, word prediction, word banks and mind mapping tools enable independent writing practise. It provides reluctant or struggling writers with a way to express their ideas and access writing across subjects.

Pupils will have a clear focus on Literacy in preparation for Key stage 3, with a carefully prepared transition programme in Year 6. The primary curriculum has been developed to ensure all aspects of the National Curriculum are covered and that students are engaged and interested in what they are learning. The topics chosen for KS2 not only inspire students to develop a love of English but are delivered in an upwards spiral, preparing students for further study.

Here's how cross-curricular links can be made with English:

Science:

• Non-Fiction Writing: Producing factual reports, explanations and documents to present findings.

• Labelling: Writing cohesive and clear labels for diagrams, understanding pre-made diagrams and transforming information into clear and concise summaries.

• Scientific texts: Using analysis skills to interpret scientific articles, research papers or lab reports to improve understanding of scientific concepts and terminology. 

• Reports and Presentations: Writing reports based on scientific experiments and delivering presentations on key topics. 

• Research skills: Gathering information, note taking and summarising. 

• Oracy: Working collaboratively to discuss ideas, share findings, conduct experiments and produce reports.

  
  

Geography:

• Vocabulary development: Learning subject specific jargon, using a dictionary to consolidate meaning of words, having the ability to learn and use new terminology effectively.

• Research: Conducting appropriate research, summarising information, gathering evidence and writing reports with findings.

• Field work and report writing: Collecting data, analysing reports and drawing conclusions.

• Debating and discussing: Writing and presenting arguments on key geographical topics, asking appropriate questions and speaking to persuade.

• Identifying fact and opinion: Identifying regional and cultural bias and having the ability to distinguish between fact and opinion.

  
  

History:

• Extended writing: Using essay writing skills including, finding clear examples, analysing text and images, locating key facts, developing a point of view and structuring a clear response.

• Historical context: Utilising social, historical and intellectual context of different time periods to provide an understanding of time and place.

• Literacy: Using correct vocabulary and SPAG, understanding language from different time periods, and using a dictionary to consolidate the meaning of a range of terminology.

• Scan and skim reading: Locating key dates and information from challenging texts, finding useful quotations and identifying key points.

• Speaking and listening: Presenting projects on key time frames or historical figures, responding to questions and speaking to inform.

• Primary and secondary sources: Understanding and interpreting a variety of sources including those that are written and pictorial.

  
  

Design and Technology (D&T):

• Writing design briefs: Using clear concise language, using subject specific terminology, organising points and structuring instructions.

• Evaluating designs: Analysing and evaluating designs both verbally and written, identifying areas of improvement and critically thinking.

• Project planning: Writing detailed plans, producing timelines and material lists and formulating step-by-step instructions.

• Understanding written instructions: Following step-by-step guides on how to complete a piece of work and understanding subject specific jargon.

• Oracy: Understanding verbal briefings on health and safety, asking appropriate questions and discussing work in groups and pairs.  

• Labelling: Writing cohesive and clear labels for diagrams, understanding pre-made diagrams and transforming information into clear and concise summaries.

  
  

Physical Education (PE):

• Instructions and rules: Understanding and responding to game or sport instructions and rules both verbally and written, creating rules for activities and structuring these in an organised format.

• Specialist language: Learning and retaining subject specific jargon and being able to use this in the appropriate way.

• Oracy: Discussing and speaking as part of a team, using clear concise sentences and correct terminology.

• Evaluating: Analysing and evaluating performance, discussing areas for improvement and actioning improvements in an appropriate way.

• Creativity: Using rhythm, stories and music to express ideas through movement.

  
  

Maths:

• Understanding questions: Using comprehension skills to understand complex mathematical questions.

• Data creation: Using correct language and formatting data appropriately in charts, graphs, or tables.

• Mathematical Language: Developing mathematical vocabulary and using it accurately in writing. 

• Reading numerical information: Comprehending and understanding numerical information, identifying key points and finding solutions to mathematical problems.

• Reasoning: Identifying key information, problem-solving and applying reasoning to show effective working out.

  
  

Real-Life Applications:

• Enhanced communication skills: Communicating effectively for a range of reasons, presenting ideas and thoughts clearly both verbally and written, working in teams and groups throughout life and applying communication to real-world experiences.

• Critical thinking and analysis: Using informed decision making, practicing a deeper understanding of the world, problem-solving and recognising bias.

• Interpersonal skills and collaboration: Developing oracy for effective communication and teamwork, actively listening, understanding and responding to others.

• Adaptability and flexibility: Adapting to different writing and speaking styles to suit the audience, choosing between formal and informal language and expressing thoughts and ideas in an appropriate way.

• Confidence and self-expression: Developing strong communication skills to express themselves effectively in a wide range of scenarios.

• Digital communication and social media: Creating blogs or vlogs, navigating social media, crafting clear and engaging content and connecting online with like-minded individuals or employers.

• Performance skills: Creating performance pieces and bringing characters to life, reciting poetry and prose to entertain and developing confidence in public speaking.

• Reading for pleasure: Developing a life-long love of reading, exploring literary works from all around the world and enabling the ability to consume advanced vocabulary.

In the Secondary phase, joining pupils first complete the Salford reading assessment that allows us to calculate their reading age and to diagnose any gaps in learning.

All year 7 students also complete an initial diagnostic assessment to determine their current level of knowledge, against the functional skills framework; this provides current working levels for reading, writing and spoken language.

This information is used to determine individual learning plans, ensure appropriate interventions, scaffolding or stretch is in place and providing all students with a balanced curriculum, that will ensure no student is left behind.

 Students requiring an intervention receive regular sessions with a trained literacy coach, advised by their class teacher and head of department on key areas they are struggling with. For students requiring urgent intervention, a phonics scheme of learning is undertaken to fill gaps in learning and to aid with further progression.  

Throughout KS3, the curriculum is guided by driving questions, encouraging students to develop a ‘big picture’ mindset and relate their learning to the wider world. At the start of each topic, students are given a ‘Learning Organiser’. These are secured at the front of their workbook and contain relevant key vocabulary, alongside core information students need for the specific unit of study. Learning Organisers further outline the driving question, exploring how their current topic links to this and stating what their journey of learning will look like from start to end. Students have ongoing access to these throughout lessons to look back on, to clarify concepts, self-revise, or assess what point in their learning journey they are on.

Students will study a range of topics throughout KS3, broadening their literary heritage, exposing them to a range of reading materials, both fiction and non-fiction, developing their writing skills, fostering a love of reading and promoting a foundation in oracy and the ability to speak about what they are learning.

A symbiotic relationship between the National Secondary Curriculum and the Functional Skills Curriculum is created. This ensures that all students are prepared, not only for achieving qualification success (at either GCSE and/or Functional Skills) but also leaving education with the ability to use language and communication successfully in everyday life and work.

In KS4, driving questions shift to driving goals as students prepare for adult life. Students will follow one of two pathways, dictated by data collected throughout assessment points in KS3.

Pathway One

Students who are ready and able to take Functional Skills Level 2 English will access pathway 1.  This will prepare them to achieve a AQA GCSE Language qualification. Opportunities for scaffolding and stretch will be provided each lesson, with teachers entering students for their Level 2 Functional Skills exam at an appropriate point in year 10.

Students who achieve Level 2 in Year 10 will continue with learning the GCSE syllabus with a view to completing this exam in year 11.

Pathway Two

Students on pathway 2 will continue working towards obtaining core functional skills in English in preparation for life, further learning and/or work after education. Teaching this will be focussed on developing and securing skills and becoming confident in reading, writing and speaking. Opportunities will be provided to undertake qualifications at either Level 1 or Level 2 Functional Skills English.

Students on both pathways will be exposed to GCSE topics along with texts and materials that are used in everyday life; this approach ensures that students are provided with a range of stimulus to ensure that they develop their ability to use language and to communicate effectively in everyday life and work.

Students on Pathway 2 who do achieve Level 2 in Year 10 will then complete a one-year fast track GCSE programme in year 11. This will provide them with the opportunity to leave Sheridan having two core qualifications in English language

Students on Pathway 2 who achieve Level 1 in Year 10 will continue onto Level 2 in year 11.

Reading Programme

The Sheridan English Reading Programme begins in KS2 with the VIPERS programme and continues in KS3/4 English with a tutor time reading programme, which sees students taking part in reading with their form tutor, completing activities and discussing the books / articles that they are reading together. This aids comprehension and inference, develops a love of reading and creates confident readers. 

Form tutors are provided with a clear scheme of learning, in which texts link to the driving questions and goals being explored in their English lessons. Non-fiction and Fiction texts are chosen for their engagement, interest and links to topics being studied cross-curricular. 

Students are guided through the reading with supplementary activities from their form tutors. This programme is scaffolded for both staff and students to ensure a love of reading is being promoted, alongside developing key comprehension, inference and vocabulary skills that translate into all curriculums.

Curriculum review and staff training

Our curriculum is frequently reviewed to ensure that it is current and effective, creating continuity and progression in the teaching of English. Teachers are supported and aided in their teaching practices through meetings or on a one-to-one basis. This ensures:

• An awareness of strategies required to enable SEND students to access the full curriculum. 

• Lessons are adapted in many ways to ensure there is appropriate challenge and support for all learners.

• Awareness of responsibility to ensure additional adults are used in the classroom effectively, in line with the schemes of work. 

  
  

These meetings also give all teaching staff opportunities to discuss students’ work and progression in English and provide a valuable opportunity for reflection, standardisation and moderation which in turn provide the information and data needed for the planning of staff CPD activities and to ensure that a continuous feedback and improvement cycle is established.

It is paramount within Sheridan that students are provided with the best opportunities for success and that the school prepares them for a life after education. All areas of the English curriculum from the primary level through to personalised pathways in KS4 allow students to be exposed to all areas of English study, develop core transactional skills and become confident speakers, writers and readers.

The English curriculum has a profound and lasting impact on learners, through equipping them with the literacy, communication, reading and critical thinking skills essential for success in education, employment and everyday life. Through a rich and varied exposure to literature, language and media, students develop a deep appreciation for written and spoken word, while cultivating empathy, cultural awareness and the ability to express themselves confidently and creatively. The focus on driving questions and goals provides students with opportunities to relate what they are learning to the wider world, adopt a bigger picture mentality and feel prepared and confident for their journey post KS4. The Schemes of Work are linked to both GCSE English Language National Curriculum and Edexcel Functional Skills programmes, meaning every student has the opportunity to not only achieve and succeed, but to leave school with at least one English qualification tailored to their individual ability.

Impact will show:

• Students are confident reading a wide range of fiction and non-fiction texts with age-appropriate levels of understanding.

• Students can analyse language, structure, and form used by writers to create effects and convey meaning.

• Students can explore and compare writers’ ideas, themes and perspectives across text.

• Students can make informed personal responses, using textual evidence to support their views.

• Students can evaluate texts critically, recognising bias, tone, and purpose.

• Students can write clearly, accurately, and imaginatively for a range of purposes and audiences.

• Students can organise ideas effectively, using a range of structural and linguistic devices.

• Students can demonstrate appropriate control over SPaG.

• Students can craft persuasive, descriptive, narrative and analytical writing confidently.

• Students can write with a clear personal voice and style in creative and formal writing.

• Students can respond to reading through analytical essays and transactional writing.

• Students can speak confidently, clearly and effectively in a variety of contexts.

• Students can adapt tone, register and vocabulary to suit audience and purpose.

• Students can listen and respond thoughtfully to questions and viewpoints.

• Students can use Standard English where appropriate.

• Students can demonstrate confidence in formal and informal communication.

• Students can show high level of presentation and pride in their work.

• Students can talk about their learning journey and what they are learning.

• Students achieve at least one nationally recognised qualification in English that enables them to move onto courses in further education and employment.