Literacy at Salmons Brook
Literacy at Salmons Brook
Introduction
Salmons Brook School delivers a differentiated age 11-18 curriculum which is closely aligned with our student’s levels of ability, interests, and aspirations. It is broad, balanced, relevant to needs and is designed to have integrated therapeutic support as necessary and a focus on developing resilience and preparing young people for the next stage in their lives. A combination of theory and practical learning opportunities is employed as appropriate both on our purpose-built site within the community.
This specialist curriculum is tailored to our student's individual needs and based on a person-centered planning framework. There is an underlying focus on improving literacy and numeracy skills alongside the development of personal and social skills and resilience in all subjects.
To enable our curriculum to be a success we have a unique approach to teaching and learning which allows us to meet the needs of all students, as identified in their EHCPs.
Literacy across the curriculum
We define these principles as how we support and develop our student’s key literacy skills and reading fluency. Our literacy principles enable us to have a consistent approach to the teaching of vocabulary, reading, writing and classroom talk.
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Principles |
So that |
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Staff pre-teach vocabulary by breaking it into parts and putting it into context.
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Students’ working memory has the capacity to access learning. |
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Staff model ‘reciprocal reading’ strategies and responses to texts.
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Students have the confidence to apply comprehension strategies to what they read. |
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Staff establish routines around how and why young people talk for learning.
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Students are prepared to use discussion as a means for learning. |
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Staff use metacognitive strategies to explain the conventions of writing.
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Students understand the purpose and form of different types of writing. |