EARLY READING SKILLS
Pupils learn the skills needed for reading by following the curriculum sequence for reading. These skills include; recognising that symbols and print have meaning, how to handle texts, phonological awareness and comprehension.
Pupils learn to attune to sounds and discriminate between them. These skills are essential to prepare pupils for a potential phonics journey.
Where appropriate, pupils are taught phonics using the Read Write Inc scheme. Staff work with pupils to follow the sequence and premise of this phonics scheme to teach Early Reading, personalising the approach to meet each pupil’s needs.
Pupils read words, ditties and books closely matched to their current reading and phonics knowledge. These resources are all part of the Read Write Inc Scheme.
READING FOR PLEASURE
Pupils are encouraged to develop a love of reading through the use of the school library, story times and special events. Each term, the pupils can also access the Education Service Library Van.
COMMUNICATION AT OAK FIELD
'Everywhere, all the time, with everybody.'
Communicating what I know, what I have learnt, understand and what I want to learn next
Communicating what I like, enjoy and what I want to do more of and how this might shape my future
Communicating feelings, emotions, my mental and physical health and well-being
Communicating with friends, family, the community and beyond
Communicating about my independence, and my environment, how I can control it and where I can go
The teaching of communication to pupils at Oak Field School follows a progression route, across their whole curriculum:
Modelled core vocabulary alongside reactions such as facial expressions, body language, vocal sounds, eye contact etc
MORE, STOP, LIKE, DON’T LIKE
help, yes, no, different, want
Exposure and modelling of fringe vocabulary associated with interests and motivators
Making a choice
Exposure and modelling of fringe / topic curriculum vocabulary: words, signs, symbols and objects through key vocab
Connections made between action / object / word / sign / symbol
Linking the core and fringe vocabulary e.g. “more fruit”
Building sentences “I want more music”
Building a wide vocabulary for a range of situations