- Professional Development
- Year 5 to 8 Continuity
Year 5 to 8 Continuity
Year 5 to 8 Continuity
Primary and secondary schools work together to improve communication between Key Stage 2 and Key Stage 3, considering subject knowledge and pedagogy.
Teachers from different phases work together collaboratively to develop a consistent approach to their chosen aspect through discussion, joint lesson design and delivery. Channels of communication are established to support cross phase understanding and there is a focus on curriculum and pedagogical continuity at key transition points which supports children as they move from KS2 to KS3. New for 2020/21, teachers will work together to develop a collaborative project to be used between Year 6 and Year 7 to support pupil transition and to ensure consistency throughout the pupils’ mathematical journey.
Year 5 to 8 Continuity Focus
- Teachers from different phases work collaboratively to develop a consistent approach through discussion, joint lesson design and delivery, observation and the development of documentation.
- Channels of communication are established and there is an increased focus on curriculum and pedagogical continuity at key transition points.
- Pupils are supported, both mathematically and generally in their transition from KS2 to KS3.
Work Group Expectations
This group will be led by an experienced maths teacher/consultant who will provide an opportunity for KS2 and KS3 teachers to study key ideas and approaches through exploring a set of designed and trialled lessons which have extensive PD commentaries. This will then form the basis of a lesson study gap task which enables involvement of the wider department. Participants on the work group should be teachers of years 5-8 in primary, secondary, middle school and all-through schools. Ideally teachers from secondary schools and some of their associated primary feeder schools will work together.
What will the work groups achieve?
- Work Group Leads, participants and the teachers they work with in their schools have a deeper knowledge and understanding of the curriculum across KS2 and KS3 and the expectations of students at the end of each Key Stage.
- Work Group Leads and their participants have a deeper understanding of the approaches which will support pupils as they move from KS2 to KS3, including the importance of consistency of language and representations.
- Participants make use of common approaches, representations and language across phases.
- Lesson design and pedagogy demonstrate a secure knowledge of curriculum continuity.
Whole school/departmental policies and approaches
- Collaboration between primary and secondary colleagues on issues of curriculum and pedagogy is part of the school’s transition practice (and policy).
- Curriculum planning at KS3 is better informed by KS2 content.
- The introduction of a transition project across schools will aid collaboration support the all through journey of mathematics.
- Pupils in KS2 and KS3 demonstrate a positive attitude to mathematics.
- KS3 pupils show improved understanding of the chosen topics, based on strong connection with KS2 foundations.
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