Specialist - Oak National Academy
Communication & LanguageSpecialist 68531255023350Curriculum plan 2020-2190000081324001. Curriculum PrinciplesCommunication and Language focuses on reading, writing, speaking and listening. Each unit begins with an introductory story to support the lesson content, followed by videos that demonstrate teaching techniques to support learning within the home context. You may find it useful to refer back to different ‘how to’ videos as you progress through the units. 2. Subject structure overviewTwo levels are covered within Communication & Language: Building understanding (BU) and Applying learning (AL). Primary and Secondary are identified as separate lessons to ensure content is age appropriate. Each of the 6 units contain 4 lessons; 2 videos and 2 resource packs. These lessons are designed to be repeated to support consolidation and generalisation of skills. Unit numberUnit titleLength of unitLevel/phase covered1Changes / transitions4 lessonsBU/ALPrimary/Secondary2Celebrations and Festivals4 lessonsBU/ALPrimary/Secondary3Clothes and Fashion4 lessonsBU/ALPrimary/Secondary4Seasons4 lessonsBU/ALPrimary/Secondary5Our World4 lessonsBU/ALPrimary/Secondary6Holidays4 lessonsBU/ALPrimary/Secondary3. Suggested sequenceThe units can be used in any sequence to match with themes relating to schools’ own topic cycles. Some videos are cross referenced within each unit to support consolidation and generalisation of skills. We suggest that parents and schools work together to identify which aspects are most relevant to meet the individual needs. UnitBuilding UnderstandingApplying LearningChanges/ TransitionsText sharingRecall questioningMatching symbols/ objects/ picturesAutobiography & sequencingGrapheme-Phoneme correspondenceMaking an personal photo albumText sharingRecall questioningMatching symbols/ objects/ picturesAutobiography & sequencingGrapheme-Phoneme correspondenceSequencing and recording personal life storyCelebrations and festivalsText SharingRecall questioningInstructional texts – - verbal & writing framesDiversity - culturesRecipes – symbol & wordSocial conversation, rules and turn-takingCreating greeting cardsUse and create a symbol recipeText SharingRecall questioningInstructional texts – - verbal & writing framesDiversity - culturesRecipes – symbol & wordSocial conversation, rules and turn-takingWriting and following a recipeFollowing verbal instructionsClothes and fashionText SharingStimulating conversationPositional LanguageInstructions – verbsWriting for a purposeInternet shoppingUsing puppets to stimulate conversationText SharingStimulating conversationPositional LanguageInstructions – verbsWriting for a purposeInternet shoppingFollowing instructions to make a puppetUsing the internet to shopUsing writing frames to make a posterSeasonsText sharingPoetry reading & writingRhythm & rhyme2 word level understandingInstructional textFollowing instructions to make a rain catcherWrite a simple poemText sharingPoetry reading & writingRhythm & rhyme2 word level understandingInstructional textWrite and perform a poemMake a weather forecastOur worldText sharing2 word level understandingDescriptive languagePossessionDiversity - Understanding of the worldFact fileFind out about different cultures: costume, culture, traditions, foodText sharing2 word level understandingDescriptive languagePossessionDiversity - Understanding of the worldFact fileCreate a written fact fileHolidaysText sharingPositional languageWriting for a purpose – list writingRecountWriting framesMaking a listPacking for a holidayText sharingPositional languageWriting for a purpose – list writingRecountWriting framesWriting for a purpose: postcardsCaptions for a family holiday/day out4. Unit specificsChanges/Transition, Building UnderstandingLesson numberCore content PrimaryCore content Secondary1Read Story - ‘What do I look like?’ modelling how to bring excitement and anticipation, book convention – way up / turn pagesRead Secondary Book – ‘This is me’ modelling how to bring excitement and anticipation, book convention – way up / turn pages2How to lead story recall with who & what questions/ Blank 1/2’sHow to lead story recall with who & what questions/ Blank 1/2’s3Activity MatchingPictures/symbols objects relating to the Primary text.Activity MatchingPictures/symbols objects relating to the Secondary text4How to make use of a personal photo album - removeable picturesHow to make use a personal photo album (auto–biography) - hobbies/ interests and careers etc. - add in photos over yearChanges / Transition , Applying LearningLesson numberCore content PrimaryCore content Secondary1Read Book ‘What do I look like?’ – Modelling the use of questioning to check understanding, story recall and sequencingRead Book ‘Life stages’– Modelling the use of questioning to check understanding, story recall and sequencing2Grapheme Phoneme videoGrapheme Phoneme video3How to teach graphemes (letter formation) Generic resourceHow to phonemes making accurate letter sounds generic resource4Sequencing personal life storyWriting personal captions for autobiographyCelebrations & festivals, Building UnderstandingLesson numberCore content PrimaryCore content Secondary1Read Story ‘This is me’Modelling how to bring excitement and anticipation, book convention – way up/ turn pagesRead Secondary Book ‘A Christmas Carol’ – Modelling how to bring excitement and anticipation, book convention – way up/ turn pages2How to create greeting cardsReinforce simple verbs (actions): press, draw, paint, writeTeach tripod pencil position rather than palmar grasp where possibleUse of other media for children with restricted physical movementEmergent writing - Circle and line motions associated with own nameHow to create greeting cardsReinforce simple verbs (actions): press, draw, paint, writeTeach tripod pencil position rather than palmar grasp where possibleUse of other media for children with restricted physical movementEmergent writing - Circle and line motions associated with own name3How to create and use a simple recipe? Vegetable samosas? Vegetable spring rolls? Gingerbread people – ethnically appropriate dress(PfA – Independent living)How to create and use a simple recipe? Vegetable samosas? Vegetable spring rolls? Gingerbread people – ethnically appropriate dress(PfA – Independent living)4Turn taking/ rules and playing social games at BU levelEg. Pass the parcel/ Simon says etcConversational language – What’s your name/ what do you like to do, favourite drinks etc(PfA)Celebrations & festivals, Applying LearningLesson numberCore content PrimaryCore content Secondary1Read Book – ‘Jim's Party’ Modelling the use of questioning to check understanding, story recall and sequencingRead Book – ‘A Christmas carol’ Modelling the use of questioning to check understanding, story recall and sequencing2How to lead story recall AL with why/ where questions/ Blank 2/3’s generic resourceHow to make and use simple writing framesSimple writing frames invitation & thank you letter - generic resource3How to write a simple recipe for your favourite festival food(PfA – Independent living)How to write a simple recipe for your favourite festival food(PfA – Independent living)4Turn taking/ rules and playing social games at ALEg. Pass the parcel/ Simon says etcVerbal instruction for cultural dance? Bollywood? English party moves -Cha Cha slide/ YMCA/ Superman etcClothes and fashion, Building UnderstandingLesson numberCore content PrimaryCore content Secondary1Read Story about getting dressed for the weatherModelling how to bring excitement and anticipation, book convention – way up/ turn pagesRead story ‘My mum and dad make me laugh’Modelling how to bring excitement and anticipation, book convention – way up/ turn pages 2How to use puppets to stimulate communicationHow to reinforce positional language in on & under turn/ spinFashion show3Following instructions-Sock puppets instructional textUpcycling jeans/ t shirt bagsReinforce simple verbs (actions) press, draw, paint, cut, stick (Ref BU video 2 celebrations)4Sequencing sock puppet instructionsE.g. draw diff stages – simple descriptive languageHow to write for a purpose – Posters for fashion showPictures/ symbols and simple languageClothes and fashion, Applying LearningLesson numberCore content PrimaryCore content Secondary1Read Book – ‘Smart Aunties’ Modelling the use of questioning to check understanding, story recall and sequencingRead Book – ‘ My mum and dad make me laugh’ Modelling the use of questioning to check understanding, story recall and sequencing2Using positional language with clothingHow to reinforce instructional language:Fashion show3Following instructions-Sock puppets instructional textHow to use clothing websites -search functions/ shopping lists4Writing sock puppet instructions using a writing frame (Ref Video 2 celebrations)Creating written content for Fashion Show poster using writing frame (Ref Video 2 celebrations)Seasons, Building UnderstandingLesson numberCore content PrimaryCore content Secondary1Read the rhyming text – ‘Up Down and Around’Modelling how to bring excitement and anticipation, book convention – way up/ turn pagesRead Secondary Poem ‘Autumn Fires’Modelling how to bring excitement and anticipation, book convention – way up/ turn pages2How to systematically teach 2-word level understanding of objects and colour.How to systematically teach 2-word level understanding of objects and colour.3Instructional text Rain catcher/ windmillWeather forecast applying simple language and matching to symbols– sun rain hot cold Ref pre produced video4How to write and perform a simple colour poemE.g.:Red cherriesGreen applesYellow lemonsHow to write and perform a simple colour poemE.g.:Red cherriesGreen applesYellow lemonsSeasons, Applying LearningLesson numberCore content PrimaryCore content Secondary1Read Book – ‘Elmers Weather’ Modelling the use of questioning to check understanding, story recall and sequencingRead poem ‘Autumn Fires’ Modelling the use of questioning to check understanding, story recall and sequencing2Simple rhymeGrapheme/ Phoneme linksSimple rhymeGrapheme/ Phoneme links3How to write a simple rhyming poemWeather forecast – create your own weather forecast. 4Instructional text Rain catcher/ windmillHow to write a simple rhyming poemOur World, Building UnderstandingLesson numberCore content PrimaryCore content Secondary1Read Story –’ We’re going on a Lion hunt.’ Modelling how to bring excitement and anticipation, book convention – way up/ turn pages, international authorsRead Secondary Book ‘ The Drum - an Indian folktale’ – model BU learning outcomes, international authors2How to systematically teach 2-word level understanding person and action.How to systematically teach 2-word level understanding person and action.3Finding out about other countries & culturesCostume. clothingTraditional rhyme/ music – signpost because of copyrightFoodPeopleDescriptive languageFinding out about other countries & culturesCostume. clothingTraditional rhyme/ music – signpost because of copyrightFoodPeopleDescriptive language4Activity relating to country of book/ authorDescriptive writing - symbolsActivity relating to country of book/ authorDescriptive writing - symbolsOur World, Applying LearningLesson numberCore content PrimaryCore content Secondary1Read Book – ‘We’re going on a Lion hunt.’ Modelling the use of questioning to check understanding, story recall and sequencingRead Book ‘ The Drum - an Indian folktale’ Modelling the use of questioning to check understanding, story recall and sequencing2How to teach possession using family resourcesHow to teach possession using family resources3Exploring other countries & cultures – (include reference to the primary and secondary)Costume. clothingTraditional rhyme/ music – signpost because of copyrightFoodPeopleCreate written fact fileExploring other countries & cultures – (include reference to the primary and secondary)Costume. clothingTraditional rhyme/ music – signpost because of copyrightFoodPeopleCreate written fact file4Activity relating to country of book/ authorDescriptive writing - wordsActivity relating to country of book/ authorDescriptive writing - wordsHolidays, Building UnderstandingLesson numberCore content PrimaryCore content Secondary1Read Story – Holidays and travelModelling how to bring excitement and anticipation, book convention – way up/ turn pagesRead Secondary Book ‘The beach’Modelling how to bring excitement and anticipation, book convention – way up/ turn pages2How to develop language when packing for a holiday everyday objects/ symbols and simple positional languageHow to develop language when packing for a holiday everyday objects/ symbols and simple positional language3Making a symbol list- Packing for a holidayMaking a symbol list- Packing for a holiday4Recount -Sequencing a familiar holiday or day out – photos/ symbols/ objectsRecount -Sequencing a familiar holiday or day out – photos/ symbols/ objectsHolidays, Applying LearningLesson numberCore content PrimaryCore content Secondary1Read Book ‘Maisy Goes Camping’ – Modelling the use of questioning to check understanding, story recall and sequencingRead Book ‘The Beach’ – Modelling the use of questioning to check understanding, story recall and sequencing2How to develop language and literacy when packing for a holiday. Reading and writing a holiday checklist list and packing a case.How to develop language and literacy when packing for a holiday. Reading and writing a holiday checklist list and packing a case.3Writing a postcard from a writing frame.Writing a postcard from a writing frame.4Recount writing captions for photos of family holiday or day out.Recount writing captions for photos of family holiday or day out. ................
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