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SEND: Key Stage 3

Recovery Curriculum

In light of the closure of schools in March 2020 due to COVID-19 pandemic, we are putting in place measures to support students lost learning. In English we are re-establishing good reading routines and revisiting the basics of literacy. We will also be shadowing subject departments Recovery Curriculum Plan. In Nurture we will have:

  • Daily reading and clear routines to develop structure
  • 20 minutes dedicated reading time each day
  • Specialist teachers teaching in Nurture
  • Personalised targets
  • Regular contact with parents/carers by Nurture teacher
  • Test Reading and Spelling ages and share with teachers
  • Cover Summer term topics in Maths
  • Teach all topics to gauge the understanding and gaps for year 6
  • Growth Mindset and Meta-cognition sessions
  • Duke of Edinburgh Award schemes sessions for Year 9s
  • Structured social activities
  • Positive attitudes and Rewards
  • Regular Year 7 Newsletter
  • Learning outside of the classroom (within relevant Government guidelines)


KS3 Reading

Reading a wide range of fiction and non-fiction, including whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors. The range will include high-quality works from:

  • English literature, both pre-1914 and contemporary, including prose, poetry and drama
  • Shakespeare (two plays)
  • Seminal World Literature

Choosing and reading books independently for challenge, interest and enjoyment.

Re-reading books encountered earlier to increase familiarity with them and provide a basis for making comparisons.


  • Making inferences and referring to evidence in the text.
  • Knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension
  • Checking their understanding to make sure that what they have read makes sense.

Read critically through:

  • Knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning.
  • Recognising a range of poetic conventions and understanding how these have been used
  • Studying setting, plot, and characterisation, and the effects of these.
  • Understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play.
  • Making critical comparisons across texts studying a range of authors, including at least two authors in depth each year.

KS3 Writing

Write accurately, fluently, effectively and at length for pleasure and information through:

  • Writing for a wide range of purposes and audiences, including:
    • Well-structured formal expository and narrative essays  stories, scripts, poetry and other imaginative writing.
    • Notes and polished scripts for talks and presentations.
    • A range of other narrative and non-narrative texts, including arguments, and personal and formal letters.
  • Summarising and organising material and supporting ideas and arguments with any necessary factual detail.
  • Applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form.
  • Drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing.

Plan, draft, edit and proof-read through:

  • Considering how their writing reflects the audiences and purposes for which it was intended.
  • Amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness.
  • Paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules set out in English Appendix 1 to the key stage 1 and 2 programmes of study for English.

KS3 Grammar & Vocab

Consolidate and build on their knowledge of grammar and vocabulary through:

  • Extending and applying the grammatical knowledge set out in English Appendix 2 to the key stage 1 and 2 programmes of study to analyse more challenging texts.
  • Studying the effectiveness and impact of the grammatical features of the texts they read               
  • Drawing on new vocabulary and grammatical constructions from their reading and listening and using these consciously in their writing and speech to achieve particular effects.
  • Knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English.
  • Using Standard English confidently in their own writing and speech.
  • Discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology.

KS3 Spoken English

Speak confidently and effectively, including through:

  • Using Standard English confidently in a range of formal and informal contexts, including classroom discussion.
  • Giving short speeches and presentations, expressing their own ideas and keeping to the point.
  • Participating in formal debates and structured discussions, summarising and/or building on what has been said
  • Improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact.


KS3 Maths

Recovery Curriculum

KS3 Working Mathematically

Identify variables and express relations between variables algebraically and graphically.

Make and test conjectures about patterns and relationships; look for proofs or counter examples.

Begin to reason deductively in geometry, number and algebra, including using

geometrical constructions.

Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning.

Explore what can and cannot be inferred in statistical and probabilistic settings and begin to express their arguments formally.

Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems.

Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics.

Begin to model situations mathematically and express the results using a range of formal mathematical representations.

Select appropriate concepts, methods and techniques to apply to unfamiliar and nonroutine problems.

KS3 Number

Define percentage as ‘number of parts per hundred’, interpret percentages and percentage changes as a fraction or a decimal, interpret these multiplicatively, express one quantity as a percentage of another, compare two quantities using percentages, and work with percentages greater than 100%.

Interpret fractions and percentages as operators.

Use standard units of mass, length, time, money and other measures, including with decimal quantities.

Round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures].

Use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a<x≤b.

Use a calculator and other technologies to calculate results accurately and then interpret them appropriately.

Appreciate the infinite nature of the sets of integers, real and rational numbers.

KS3 Algebra

Use and interpret algebraic notation, including: § ab in place of a × b § 3y in place of y + y + y and 3 × y § a 2 in place of a × a, a 3 in place of a × a × a; a 2 b in place of a × a × b a § b in place of a ¸ b § coefficients written as fractions rather than as decimals § brackets.

Substitute numerical values into formulae and expressions, including scientific formulae.

Understand and use the concepts and vocabulary of expressions, equations, inequalities, terms and factors.

Simplify and manipulate algebraic expressions to maintain equivalence by:

  • Multiplying a single term over a bracket.
  • Taking out common factors.
  • Expanding products of two or more binomials.

Understand and use standard mathematical formulae; rearrange formulae to change the subject.

Model situations or procedures by translating them into algebraic expressions or formulae and by using graphs.

Use algebraic methods to solve linear equations in one variable (including all forms that require rearrangement).

Work with coordinates in all four quadrants.

Recognise, sketch and produce graphs of linear and quadratic functions of one variable with appropriate scaling, using equations in x and y and the Cartesian plane.

Interpret mathematical relationships both algebraically and graphically.

Reduce a given linear equation in two variables to the standard form y = mx + c; calculate and interpret gradients and intercepts of graphs of such linear equations numerically, graphically and algebraically.

Use linear and quadratic graphs to estimate values of y for given values of x and vice versa and to find approximate solutions of simultaneous linear equations.

Find approximate solutions to contextual problems from given graphs of a variety of functions, including piece-wise linear, exponential and reciprocal graphs.

Generate terms of a sequence from either a term-to-term or a position-to-term rule.

Recognise arithmetic sequences and find the nth term.

Recognise geometric sequences and appreciate other sequences that arise.

KS3 Ratio & Proportion

Use scale factors, scale diagrams and maps.

express one quantity as a fraction of another, where the fraction is less than 1 and greater than 1

use ratio notation, including reduction to simplest form

divide a given quantity into two parts in a given part: part or part: whole ratio; express the division of a quantity into two parts as a ratio

understand that a multiplicative relationship between two quantities can be expressed as a ratio or a fraction

Relate the language of ratios and the associated calculations to the arithmetic of fractions and to linear functions.

Solve problems involving percentage change, including percentage increase, decrease and original value problems and simple interest in financial mathematics.

Solve problems involving direct and inverse proportion, including graphical and algebraic representations.

Use compound units such as speed, unit pricing and density to solve problems.

KS3 Geometry

Derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures [for example, equal lengths and angles] using appropriate language and technologies.

Identify properties of, and describe the results of, translations, rotations and reflections applied to given figures.

Identify and construct congruent triangles, and construct similar shapes by enlargement, with and without coordinate grids.

Apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles.

Understand and use the relationship between parallel lines and alternate and corresponding angles.

Derive and use the sum of angles in a triangle and use it to deduce the angle sum in any polygon, and to derive properties of regular polygons.

Apply angle facts, triangle congruence, similarity and properties of quadrilaterals to derive results about angles and sides, including Pythagoras’ Theorem, and use known results to obtain simple proofs.

Use Pythagoras’ Theorem and trigonometric ratios in similar triangles to solve problems involving right-angled triangles.

Use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D.

Interpret mathematical relationships both algebraically and geometrically.

KS3 Probability

Record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, using appropriate language and the 0-1 probability scale.

Understand that the probabilities of all possible outcomes sum to 1.

Enumerate sets and unions/intersections of sets systematically, using tables, grids and Venn diagrams.

Generate theoretical sample spaces for single and combined events with equally likely, mutually exclusive outcomes and use these to calculate theoretical probabilities.

KS3 Statistics

Describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers).

Construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data.

Describe simple mathematical relationships between two variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs.

Art & Design

to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas

to use a range of techniques and media, including painting

to increase their proficiency in the handling of different materials

to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work

about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day.

Design & Technology

Use research and exploration, such as the study of different cultures, to identify and understand user needs.

Identify and solve their own design problems and understand how to reformulate problems given to them.

Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations.

Develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools.

Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture.

Select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties.

Analyse the work of past and present professionals and others to develop and broaden their understanding.

Understand and use the properties of materials and the performance of structural elements to achieve functioning solutions.

Understand how more advanced mechanical systems used in their products enable changes in movement and force.

Cooking & Nutrition

Understand and apply the principles of nutrition and health.

Cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet.

Become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes].

Understand the source, seasonality and characteristics of a broad range of ingredients.


Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.

Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.

Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes.

Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).

Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Students should consolidate and extend their knowledge of the world’s major countries and their physical and human features. They should understand how geographical processes interact to create distinctive human and physical landscapes that change over time. In doing so, they should become aware of increasingly complex geographical systems in the world around them. They should develop greater competence in using geographical knowledge, approaches and concepts [such as models and theories] and geographical skills in analysing and interpreting different data sources. In this way students will continue to enrich their locational knowledge and spatial and environmental understanding.

Extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world to focus on Africa, Russia, Asia (including China and India), and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities.

Understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia.

Physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology and coasts.

Human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources.

Understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems.

Geographical skills and fieldwork. Build on their knowledge of globes, maps and atlases and apply and develop this knowledge routinely in the classroom and in the field.

Interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs.

Use Geographical Information Systems (GIS) to view, analyse and interpret places and data.

Use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex information.


A high-quality history education will help students gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire students’ curiosity to know more about the past. Teaching should equip students to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps students to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.

Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind.

Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.

Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses.

Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.

Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

The development of Church, state and society in Medieval Britain 1066-1509.

The development of Church, state and society in Britain 1509-1745.

Ideas, political power, industry and empire: Britain, 1745-1901.

Challenges for Britain, Europe and the wider world 1901 to the present day In addition to studying the Holocaust, this could include:

  • A local history study.
  • The study of an aspect or theme in British history that consolidates and extends students’ chronological knowledge from before 1066.
  • At least one study of a significant society or issue in world history and its interconnections with other world developments [for example, Mughal India 1526-1857; China’s Qing dynasty 1644-1911; Changing Russian empires c.1800-1989; USA in the 20th Century].


Understand and respond to spoken and written language from a variety of authentic sources.

Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation.

Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.

Discover and develop an appreciation of a range of writing in the language studied.

Grammar and vocabulary; identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied.

Use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate.

Develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues.

Use accurate grammar, spelling and punctuation.

Linguistic competence; listen to a variety of forms of spoken language to obtain information and respond appropriately.

Transcribe words and short sentences that they hear with increasing accuracy.

Initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address.

Express and develop ideas clearly and with increasing accuracy, both orally and in writing.

Speak coherently and confidently, with increasingly accurate pronunciation and intonation.

Read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material.

read literary texts in the language [such as stories, songs, poems and letters], to stimulate ideas, develop creative expression and expand understanding of the language and culture.

write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.

Physical Education

Develop competence to excel in a broad range of physical activities.

Are physically active for sustained periods of time.

Engage in competitive sports and activities.

Lead healthy, active lives.

Use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis].

Develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics].

Perform dances using advanced dance techniques within a range of dance styles and forms.

Take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group.

Analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best.

Take part in competitive sports and activities outside school through community links or sports clubs.

Religious Education

Cover Christianity and five other world religions, humanism and an acknowledgement of other world views and other religions found in the locality.

Enquiring into, investigating and understanding religions and beliefs. This includes thinking about and interpreting religious beliefs, teachings, sources, practices, ways of life and ways of expressing meaning with reference to the specific beliefs and religions studied.

Questioning, exploring, reflecting upon and interpreting human experience in the light of religions and beliefs studied. This includes communicating reflections, responses and evaluations about questions of identity, belonging, diversity, meaning, purpose, truth, values and commitments, making increasingly insightful links to the specific religions studied.

Developing awareness of the fundamental questions raised by human experiences, and of how religious teachings can relate to them

Responding to such questions with reference to the teachings and practices of religions and other belief systems, relating them to their own understanding and experience


Performance from a scripted piece

Developing drama skills

Analysis of performance

Personal Development

Emotional literacy – self awareness

Personal safety and first aid

Careers focus – identifying personal qualities needed to fulfil certain job roles

Careers focus - identifying roles within a given sector, looking at responsibilities and qualifications to achieve the role.

Internet safety – online grooming

Relationship focus - identifying different types of relationships and recognising positive and negative relationships

Adolescence - recognising physical and emotional changes during puberty

Reproduction - analysing how babies are conceived and the different stages of pregnanacy through to childbirth

Safe sex – consent - Looking at the legal age of consent. What consent actually means and that 'No means No'

Safe sex – contraception


Introducing simple vocabulary such as greetings, focusing upon pronunciation.

Introducing vocabulary of colours, numbers to 100, days of the week, months of the year, and items in a pencil case

Building on simple vocabulary to form simple sentences that express activities that students enjoy