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

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.

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. 

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. 

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.

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

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.