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Developing Fluency Programme (Literacy and/or Numeracy)

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Developing Fluency Programme (Literacy and/or Numeracy)

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The Developing Fluency programme is primarily aimed at students in KS3 who experience immediate barriers to learning due to their literacy and/ or numeracy skills.

This document outlines the pathway of interventions we use to support our students on this programme.

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Our Digital Fluency strategy is currently being developed with half-termly foci to run alongside the Technical Mastery Programme. These sessions are delivered in tutor time.

Autumn Term 1: Saving and locating files
Autumn Term 2: Presentation of work
Spring Term 3: Email etiquette and sending/sharing documents
Spring Term 4: Appropriate use of each Microsoft application

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Developing Fluency Programme - Numeracy Interventions

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Developing Fluency Programme - Numeracy Interventions

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This document outlines the numeracy interventions we use for students who are part of the Developing Fluency programme.

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This document outlines the whole school programmes we use to help develop all students' fluency in literacy and numeracy.

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This document outlines the targeted interventions we use for students who are part of the Developing Fluency programme.

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Developing Fluency Programme (Literacy and/or Numeracy)

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Developing Fluency Programme (Literacy and/or Numeracy)

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The Developing Fluency programme is primarily aimed at students in KS3 who experience immediate barriers to learning due to their literacy and/ or numeracy skills.

This document outlines the pathway of interventions we use to support our students on this programme.

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Measuring and reporting progress for students on the Developing Fluency Programme

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Measuring and reporting progress for students on the Developing Fluency Programme

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Students that are part of the Developing Fluency Report programme receive a letter home to inform families at the start of this intervention. They also receive a termly Developing Fluency Report which is sent home to share progress in literacy and/or numeracy.

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Developing Fluency Intervention - KS3 Literacy Booster class (Sept 2022 onwards)

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Developing Fluency Intervention - KS3 Literacy Booster class (Sept 2022 onwards)

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This is a highly targeted intervention pathway in the Developing Fluency Programme.

KS3 students who are identified with a reading age below 8 will be grouped in a smaller class for English, MFL, History and Geography lessons.

In these subjects, students will receive a range of different interventions (outlined in post above).

Students who make accelerated progress in the Literacy Booster class are able to move out into a different class.

For students identified with a reading age below 6, they will receive intensive phonics support in Year 7 & 8, in place of MFL lessons.

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KS3 Developing Fluency Intervention: Phonics and Sight Words in Literacy Booster class (MFL) 

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KS3 Developing Fluency Intervention: Phonics and Sight Words in Literacy Booster class (MFL) 

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This is a bespoke programme composed of synthetic phonics instruction, using Read Write Inc Fresh Start (Ruth Miskin) resources; repeated sight word exposure; and echo reading to build fluency.

Yr 7 & 8 students in the Literacy Booster class, with a reading age of 6 or below and who are not secure with phonics (as identified by YARC), access this intervention in place of MFL lessons.

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Developing Fluency Intervention: KS3 Literacy Booster in MFL

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Developing Fluency Intervention: KS3 Literacy Booster in MFL

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KS3 students in the Literacy Booster class will spend 20 mins of each MFL lesson listening to a fiction book being read aloud.   This amounts to 1 hour of listening to a high quality text being read each week.

The texts that will be read include:

Private Peaceful

Two Weeks with the Queen

Guggenheim Mystery

Boy in Striped Pajamas

Boy at the Back of the Class

Star Outside my Window

The Explorer

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Developing Fluency Intervention: Literacy Booster in Hums

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Developing Fluency Intervention: Literacy Booster in Hums

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Yr 7 students in the KS3 Literacy Booster class are disapplied from normal Yr 7 History and Geography curriculum for the Autumn term.

Students listen to a fiction book read aloud in History, and read a non-fiction book in Geography, using Reciprocal Reader strategies to support with reading comprehension.

Texts have been chosen to complement the Autumn term curriculum.

Students resume following the normal Yr 7 History and Geography curriculum in the Spring term.

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Developing Fluency Intervention: Tutor Time Book Club 

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Developing Fluency Intervention: Tutor Time Book Club 

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Targeted Yr 7, 8 and 9 students belong to a book club that meets 3 times a week for 20 mins during Tutor Time.  In the session a teaching assistant reads aloud a challenging text and uses Reciprocal Reading strategies to promote students' reading comprehension.

This approach is informed by  the ‘Just Reading’ report that outlines an evidence-based approach to developing students’ reading age.

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Powerful Words programme - whole school provision to develop students' vocabulary

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Powerful Words programme - whole school provision to develop students' vocabulary

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This is a 5 year programme in which students learn Greek & Latin root words, a selection of words from the Academic Word List, idioms, and foreign words/phrases used in English.

The programme is delivered through 1 tutor session per week, and the words are also shared with families through the weekly newsletter.

Students are expected to spend 5 mins each day quizzing themselves on the vocab.  Details on how they can do this are found here.

Students complete a short test on the vocabulary each half term and the results are shared with families in the Progress Reports that are sent home twice a year.

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Powerful Words programme - our 5 year list of words and phrases

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Powerful Words programme - our 5 year list of words and phrases

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Reciprocal Reader - whole school approach to developing reading comprehension

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Reciprocal Reader - whole school approach to developing reading comprehension

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All of our teachers are trained in using Reciprocal Reader which is a structured approach to teaching strategies (questioning, clarifying, summarising and predicting) that students can use to improve their reading comprehension.

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Explicit vocabulary Instruction - whole school approach to developing students' vocabulary

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Explicit vocabulary Instruction - whole school approach to developing students' vocabulary

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All of our teachers are trained to use explicit vocab instruction within their teaching and consciously plan into lessons opportunity for deliberate and retrieval practice.

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Toe by Toe - targeted intervention to support students with dyslexia to develop Word Recognition

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Toe by Toe - targeted intervention to support students with dyslexia to develop Word Recognition

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Students with moderate/ severe dyslexia (identified on the Dyslexia Profile index score) are offered this intervention which typically takes 5-6 months to complete.

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Technical Mastery Programme - whole school approach to supporting students' spelling, punctuation and grammar

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Technical Mastery Programme - whole school approach to supporting students' spelling, punctuation and grammar

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This programme focusses on addressing the frequently occurring SPaG errors (Spelling, Punctuation and Grammar) that students make in their written work.

Each half term we have a whole school focus on a different aspect, and students are introduced to this in the first Thursday tutor time of the new half term.

The programme runs on an annual basis with the same Technical Mastery Focus Areas being revisited each year to ensure genuine mastery is achieved by the time students leave in Year 11.

Autumn 1: Capital letters and full stops
Autumn 2: Apostrophes
Spring 1: Homophones
Spring 2: Fragment sentences
Summer 1: Run on sentences
Summer 2: Commas

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Mastery in Spelling Programme - whole school approach to developing students' spelling

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Mastery in Spelling Programme - whole school approach to developing students' spelling

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This is a 5 year spelling programme where students practise a list of 10 words each half term. Over the course of 5 years, students will practise the spellings of 300 different words.

Each list of 10 words is composed of 1 commonly misspelt words from the 1000 high frequency word list, 3 words from Yr 3/4 statutory spelling list, 3 words from Yr 5/6 statutory spelling list, and 3 words from a list of challenging Tier 2 vocabulary.

Learning how to accurately spell a wide range of vocabulary is an important skill because it helps other people to read and understand your writing.  In fact, 5% of the marks awarded in GCSE English Literature, History, Geography and Ethics are based on the accuracy of your SPaG (Spellings, Punctuation and Grammar).

However, students are encouraged to always remember  that the most important thing of all is to be ambitious with vocabulary.  Students should never let a fear of not knowing how to spell a word, put them off from using it in their writing.

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Spelling and Curious Readers 2021-22 - trial

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Curious Readers Programme - whole school approach to developing students' reading of non-fiction

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Curious Readers Programme - whole school approach to developing students' reading of non-fiction

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This is a 5 year programme that runs alongside our Mastery in Spelling programme in tutor time.

Each week, students select a short non-fiction article that explores something of general interest.  Example articles include: All about Tintin; All about glass; All about Aardman animations; All about Leonardo da Vinci.

Once students have read the article, they summarise 3 bits of information that they've most enjoyed finding out about.

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Reading Challenges for Year 7, 8 and 9 - whole school approach to developing students' reading age and inspiring reading for pleasure

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Reading Challenges for Year 7, 8 and 9 - whole school approach to developing students' reading age and inspiring reading for pleasure

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Students are challenged to read at least 12 books from the Voyage Reading Challenge Booklist during the year, and to complete 16 Accelerated Reader Book Quizzes.

Students who complete this challenge by the end of the year will receive 12 House Points for their House, and be entered into an end of year prize draw.

In addition to this, students who read 20 books or more from the Booklist will receive a Reading Swift blazer pin, and 20 House Points for their House.

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Accelerated Reader - monitoring targeted students' reading comprehension

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Accelerated Reader - monitoring targeted students' reading comprehension

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We use Accelerated Reader as a tool to monitor independent reading and comprehension of targeted students in KS3 and KS4.

Students are expected to complete an Accelerated Reader online book quiz at the end of each book they read.  Their score is shared with their tutors and progress is reviewed during Thursday tutor times.

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'Knowing your Numbers' whole school programme 

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'Knowing your Numbers' whole school programme 

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Similar to Powerful Words, this is a five year, whole school programme that students follow in tutor time.

The programme has been developed by NSC's Maths and Science departments.  It aims to develop students' competence and confidence with numbers in the wider world and covers the following areas:

Data

Financial Independence

Money Matters

Measure

Estimation

Time

Factions, decimals and percentages

Students work together in tutor time to complete differentiated questions that range from 1 star to 3 star challenge.

At the end of each term, students complete a competence quiz and confidence review.  This data is used to inform and develop the programme.

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Handwriting practice - targeted intervention to support students develop their  handwriting

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Handwriting practice - targeted intervention to support students develop their  handwriting

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Targeted Yr 7, 8 and 9 students are invitied to attend an after school, 12 week programme that develops their fine motor skills, improves muscle memory, and supports daily practice of print writing.

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Students who complete 20 books from our NSC Book lists are rewarded with this badge and 20 House Points

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Reading is recognised and rewarded at several different levels throughout the year here at NSC.

Half termly House Point award
Students from each year group who have:
- checked out the most books from the library
- completed the most Accelerated Reader quizzes
- read the most words on Accelerated Reader
Will be awarded a House Point and celebrated in a presentation in Tutor time.

End of term celebration assembly
Each term the students who have increased their reading age the most will receive a celebration certificate at our end of term assembly.

End of year celebration assembly
At the end of the year the students who have completed the NSC Book challenge receive the grand prize of 20 House Points and a Reading Champion badge at our end of year assembly.

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Working with our families to support their child's learning

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Working with our families to support their child's learning

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We have a dedicated page on our website that provides lots of practical support, guidance and resources to help our families support their child's learning.

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Our Maths and Science departments have worked together to develop the KS3 Powerful Numbers programme that is delivered once a week during lesson time:

20 retrieval practice questions in Maths

10 retrieval practice questions in Science

Students on the Developing Fluency KS3 Programme complete differentiated numeracy skills questions.

Through this cross-curricular collaboration, we support students to identify cross-over numeracy skills between Maths and Science.

Students have a termly Powerful Numbers booklet in Maths and in Science.  The booklet includes a score tracker so students can track their score each week.

At the end of each term, students complete a confidence rating which is used by teachers to inform the focus of future practice.

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KS3 numeracy challenge - Parallel Maths Project

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KS3 numeracy challenge - Parallel Maths Project

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The Parallel Maths Project provides a set of weekly maths challenges for each KS3 and Ks4 year group.  The challenges are designed to be fun and pique curiosity, going beyond the school maths curriculum to provide mystery and history, activities and oddities, puzzles and problems.

The weekly challenges are available to all NSC students, but we particularly target our most able mathematicians in Year 7 and 8 and offer them the opportunity to complete this weekly challenge in place of the 5MM programme.  These students' engagement is monitored through the online teacher platform.

The Parallel website requires you to make account and students should use their school email address. Contact the Maths Department for the code to access the website.

A new challenge, called a Parallelogram, will be emailed to students at 3pm on a Thursday every week.

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Our Mathematical Literacy programme is delivered in KS3 to support the whole school literacy strategy.

Literacy in Mathematics refers to the literate practices and strategies that enable our students to:

develop mathematical understanding

communicate their mathematical reasoning.

Mathematical language requires careful consideration, as many mathematical terms have alternative meanings to the same terms used in everyday context.

Students are also required to translate worded problems into mathematical symbols, carry out calculations and then interpret answers in the context of the original problem. As a result, they must communicate their answer using correct mathematical language, both as numbers and in sentence-form that makes sense in relation to context of the original problem.

Other literate demands include the ability to read, interpret and produce different textual forms, such as graphs, tables and mathematical diagrams.

Language is essential in mathematics learning to enable students to develop their understanding of mathematics and to communicate their reasoning, both verbally and in written form.

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Building Fluency is the first milestone for our students on their journey through Northstowe.

We aim to develop a 'fluent voice' for all our students, prioritising the need for remining literacy and numeracy barriers as quickly as possible so everyone can access, enjoy and achieve in our curriculum.

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** This is under redevelopment**
Students will gain their NSC ICL across the curriculum in KS3.

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At KS3, the Computing curriculum is delivered through:

Cross-curriculum provision through DT, Maths, Performing Arts, Art and how To Thrive;

Drop Down Days;

And enriched through extra-curricular clubs and the Inspire Programme (after school mini lectures)

The attached document maps out our provision against the National Curriculum.

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Measuring and reporting progress for students on the Developing Fluency Programme

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Measuring and reporting progress for students on the Developing Fluency Programme

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Students that are part of the Developing Fluency Report programme receive a letter home to inform families at the start of this intervention. They also receive a termly Developing Fluency Report which is sent home to share progress in literacy and/or numeracy.

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Saving and locating files at home and school.

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1. HT1 Digital Fluency - Saving and locating files

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Appropriate formatting of documents.

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2. HT2 Digital Fluency - Presentation of work