Pathways School

How we read at Pathways School: Our curriculum 

Intent

Delivered within a trauma informed approach by emotionally available adults the Pathways School curriculum will foster a love of reading which is illustrated by our students leaving Pathways School at their chronological reading age.  All students in the school will develop the skills and habits required to be successful (fluent) readers. Our curriculum is focussed on students keeping up rather than catching up; every student will have a bespoke place in their reading curriculum and take part in whole school activities that focus on specific areas of need.

By the end of their Pathways journey,  all students will be fluent readers, and those who are struggling will have been identified and receive bespoke 1-2-1 intervention in order to give them the tools that they need to succeed. All students will leave Pathways School at their chronological reading age. 

• By the end of KS2, students will have had their gaps in learning identified, analysed and filled. As a part of this vital process, phonics and intensive reading intervention will  take place on a daily basis to allow for rapid progress. 

• By the end of KS3, students will be able to access the national curriculum, any reading age gaps will have been closed to within 6 months of chronological age. 

• By the end of KS4, All students will have the knowledge to access any text type that they may come across in the wider world 

Text Selection 

All of our reading texts are carefully selected to support our students with their reading progress as well as nurturing a love of reading. At Pathways we have chosen texts that tackle serious PSHE/RSE themes in an appropriate way. As well as carefully selected texts that are appropriately sequenced to support rapid progress 

Our chosen texts include: 

Lesson Expectations 

Book Talk 

• The lesson is pre-planned (the reasons to read are pre-selected and appropriate to the days reading) 

• As a result of knowledge and pre-reading of the text, advance questioning is planned

• All groups follow texts that are decodable and children are able to read them fluently 

• The reading rainbow resource is present, appropriate and in place for each class 

• Advanced questioning is focussed on the reason to read sentence starter, vocabulary and evidence from the text 

• Students sit as a group when reading - if a student is still gaining their confidence, it is ok to listen to the reading and follow the text. 

RWI Fresh Start 

• Phonics takes place twice per day 

• Each lesson begins with the repetition and retrieval of speed sounds 

• The sequence of learning is followed precisely

Story Time

• Takes place daily at 12:30-45

• Texts are chosen by the class teacher and are read to the class with expression and interest. During this time all students listen and enjoy the story.