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Inclusion

subject overview

The Inclusion Faculty offers a variety of interventions and non-GCSE option subjects tailored to meet the individual needs of our SEND and EAL learners.

Currently, we offer small group interventions, such as Catch Up Literacy, Corrective Reading, Writing Booster, Life in the UK and Social Skills to our KS3 and KS4 learners. Learners attending these interventions are withdrawn from their mainstream lessons for a specific purpose and specific period of time and work towards meeting their targets, for example  to improve their level in reading or writing. 

unit overview - corrective reading

Topic: Fast Cycle Lessons 1-20 (12 weeks)

Skills

  • Reasoning Skills
  • Information Skill
  • Vocabulary Skill
  • Sentence Skill
  • Basic Comprehension Skill
  • Writing Skill

Knowledge

  • Formulate a deduction
  • Understand basic classes
  • Identify the precise meaning of a word
  • Understand the structure of complicated sentences
  • Answer a question or follow a direction
  • Write their answers correctly.

Rationale

Deductions introduce basic reasoning strategies.  Learners learn to draw conclusions and how to apply rules to diverse situations.

Learners who don’t have an adequate store of common information are at a disadvantage when they read selections that assume they know this common knowledge.  This programme will teach learners the names of body systems, body organs, classifications and basic information of how things work.

Learners will learn many new words to increase their vocabulary.

Learners with a faulty understanding of basic sentence structure have difficulty comprehending complicated textbook sentences.  These learners may also be unfamiliar with the classification of sentence parts.  As they lack understanding of sentence structure, they are ill-equipped to discuss written materials.  Lessons 1-20 teaches parts of speech and sentence combinations.

Learners will also learn to use inferences and follow directions.

Finally Leaners will learn to write stories that include a beginning, middle and end.

Learners are selected for this programme in year 7 and year 8.  They must be under an age 10 reading level and have been in the country for at least 2 years speaking English. 

We test termly through Access Reading Test.  If learners achieve within one year of the chronological age, they will graduate from the programme.

This reading programme has a large cross curricular link with science

unit overview - writing booster term 1

Subject: Writing Booster

Skills

  • Using lower and upper case correctly;
  • Writing about daily routines using colloquial, idiomatic expressions;
  • Using capital letters and full stops as boundary markers;
  • Identifying common and proper nouns;
  • Using personal pronouns and verbs in the present tense correctly

Knowledge

Vocabulary

  • daily routines
  • adverbs of time
  • adverbs of frequency
  • colloquial idiomatic expressions: night owl, early bird;

Grammar

  • personal pronouns
  • common and proper nouns
  • upper case letters and lower case letters
  • punctuation
  • present tense

Rationale

Writing Booster was introduced to support learners who do not speak English as a first language. Its aim is to help learners gain the necessary communication skills needed to make progress in mainstream subjects and everyday life. WB meets the linguistic needs of EAL learners starting the course at different levels of English and different times of the academic year. As a result, both newly arrived learners and more advanced learners are adequately challenged during the school year due to scaffolding and EAL Pedagogy continuously implemented in ESOL lessons by the teacher.

The aim of writing activities of this part of SOW is to give learners opportunities to produce simple sentences to record and present information and ideas. TR5-TR5+ learners will be able to use correct punctuation for the end of sentences and they will use capitalisation for the beginning of sentences, names and places and for the personal pronoun ‘I’. They will know when to write in full sentences and when it is appropriate to give short answers in texts relating to work. Learners will be able to complete simple forms correctly using upper- and lowercase letters. They will be able to spell personal key words and familiar words correctly. The content prepares TR6- learners to write more detailed extended writing exercises (e.g. daily routine activities).

The aim of reading activities in this part of the SOW is to give learners the skills to read and understand short texts such as sentences, common expressions, lists, letters, emails, adverts, posters, simple appointment and greetings cards, to enable them to undertake essential everyday tasks in school and in their everyday life.

The aim of speaking activities in this part of the SOW is to give learners the knowledge, understanding and skills they need to engage in conversations for different purposes and in different contexts such as in everyday life, in the workplace, and in their place of study. The content prepares learners to listen and respond, to speak to communicate and to engage in discussion, in particular, ask for clarification, make requests, give facts and express views and feelings.

In addition, it will enable learners to speak clearly to communicate in a variety of contexts using key vocabulary, grammatical formats, clear pronunciation with appropriate stress and intonation.

Learners can later use gained knowledge and skills in mainstream subjects, especially English and other GCSE subjects with SPAG focus.

unit overview - writing booster term 2

Subject: Writing Booster

Skills

  • Using adjectives correctly to describe nouns;
  • Using subject and object pronouns correctly;
  • Writing about past events using the appropriate verbs and sentence structure;
  • Identifying the difference between regular and irregular verbs

Knowledge

Vocabulary

  • structure of a newspaper
  • adjectives to describe appearances
  • subject specific language: family tree, foster child;

Grammar

  • object pronouns
  • regular and irregular verbs
  • adjectives
  • upper case letters and lower case letters
  • punctuation
  • past tense

Rationale

In this unit of work, learners will be looking into developing their academic writing by writing a variety of longer texts for different purposes.

The aim of writing activities of this part of SOW is to give learners opportunities to produce more complex sentences to record and present information and ideas. TR5-TR5+ learners will be able to use nouns and adjectives correctly, as well as be able to identify the difference between subject and object pronouns, so as to use each in their writing. They will be able to recognise key vocabulary to identify a newspaper article and will be able to structure the beginning of one connected to a topic of study for Spring Term (‘foster families’). Learners will be able to spell personal key words and familiar words correctly. The content prepares TR6- learners to write more detailed extended writing exercises (e.g. adding data or quotes to support their ideas in a newspaper article).

The aim of reading activities in this part of the SOW is to give learners the skills to read and understand longer texts such as essays, articles and stories, to enable them to undertake essential everyday tasks in school and in their everyday life.

The aim of speaking activities in this part of the SOW is to give learners the knowledge, understanding and skills they need to engage in conversations for different purposes and in different contexts such as in everyday life, in the workplace, and in their place of study. The content prepares learners to listen and respond, to speak, to communicate and to engage in discussion, in particular, ask for clarification, make requests, give facts and express views and feelings. In addition, it will enable learners to speak clearly to communicate in a variety of contexts using key vocabulary, grammatical formats, clear pronunciation with appropriate stress and intonation.

Learners can later use gained knowledge and skills in mainstream subjects, especially English and other GCSE subjects with SPAG focus.

Unit overview - writing booster term 3

Subject: Writing Booster

Skills

  • Using adjectives correctly to describe settings;
  • Using possessive adjectives correctly;
  • Writing about future events using the appropriate verbs and sentence structure;
  • Identifying the difference between synonyms and antonyms
  • Describing settings and people

Knowledge

Vocabulary

  • sequence words
  • adjectives to describe settings
  • subject specific language: predictions, plans, arrangements;

Grammar

  • adjectives
  • synonyms and antonyms
  • punctuation
  • future tense

Rationale

While completing this unit, learners will be able to develop and improve their descriptive vocabulary (synonyms, antonyms, adjectives) and to extend their academic writing.

The aim of writing activities of this part of SOW is to give learners opportunities to produce complex sentences to record and present information and ideas. TR5-TR5+ learners will be able to use pronouns, nouns and adjectives correctly, as well as be able to identify the difference between synonyms and antonyms, thus strengthening their vocabulary. They will be able to recognise key vocabulary to identify the basic structure of an essay and will be able to write about the subject of study for the term (‘meaningful life’). Learners will be able to spell personal key words and familiar words correctly. The content prepares TR6- learners to write detailed extended writing exercises (e.g. adding data or quotes to support their ideas in an essay).

The aim of reading activities in this part of the SOW is to give learners the skills to read and understand longer texts such as essays, articles and stories, to enable them to undertake essential everyday tasks in school and in their everyday life.

The aim of speaking activities in this part of the SOW is to give learners the knowledge, understanding and skills they need to engage in conversations for different purposes and in different contexts such as in everyday life, in the workplace, and in their place of study. The content prepares learners to listen and respond, to speak, to communicate and to engage in discussion, in particular, ask for clarification, make requests, give facts and express views and feelings. In addition, it will enable learners to speak clearly to communicate in a variety of contexts using key vocabulary, grammatical formats, clear pronunciation with appropriate stress and intonation.

By the end of this unit, learners will be able to produce a piece of extended writing using descriptive vocabulary related to the 5 senses.  They  will be able to write more in detail by using synonyms and antonyms, advanced adjectives and adverbs.

Learners can later use gained knowledge and skills in mainstream subjects, especially English and other GCSE subjects with SPAG focus.

knowledge OrganiserS

A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments, and calculations.

We encourage all pupils to use them by doing the following:

  • Quiz themselves at home, using the read, write, cover, check method.
  • Practise spelling key vocabulary
  • Further researching people, events and processes most relevant to the unit.