Year 5 to 8 Continuity

Year 5 to 8 Continuity

Primary and secondary schools work together to improve communication between KS2 and KS3 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 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 Group achieve?

Professional learning

• 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. 

Practice development

• 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.

Pupil outcomes

• 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.

Please contact admin@anglesmathshub.org if you have any further questions.