Continuity between the Primary and Secondary experience

Why did we do this? Primary/secondary – Unique opportunity Ivory towers – Remove barriers Many secondary schools do not build sufficiently on pupils’ prior learning. Many of the senior leaders interviewed said that they do not do this well enough and accepted that some pupils would repeat some of what they had done in Key Stage 2. Pupil responses indicate that repeating work is more of an issue in mathematics and English than in the foundation subjects.

What did we want to know? What are the expectations for both phases in Y6/Y7? – Do schools know them/use them? What do/can schools do to share this information successfully? How could this information used by secondary schools to inform T&L, standards & progress? What’s the impact of this information on standards and progress for pupils in Year 7?

What have we done so far? Decided to focus on – Standards – Teaching and learning Some honest sharing Reciprocal visits Whole school approach Individual student approach

Questionnaire findings 77% of Primary and 54% of Secondary teachers felt that there were problems with current transition provision. Over half of secondary teachers also felt there was a dip as pupils moved from Year % of all teachers say they would like more ‘regular, productive contact’.

Summary from the questionnaires Communication between both phases was not good enough Teachers knew little about the standards, expectations and pedagogy in the other phase Information transferred to Secondary school was not used or useful

Making a better link from Key Stage 2 to Key Stage 3

Collecting Transition information Student self and Teacher baseline assessment – Competancy and confidence Evidence of skills

Baseline information Can you …… YesNo How confident are you?

Maths Transition:KS2 to KS3 Key Stage 2 SATs – Specimen Paper GCSE Higher paper 2012

Dynamite Dozen Use your knowledge of the order of operations to carry out calculations involving the 4 operations. Multiply any whole number by a two-digit number using the column method. Divide numbers up to four digits by a two-digit number using the written method. Identify common factors, common multiples and prime numbers. Understand and use the equivalence of fractions to solve problems Add and subtract fractions and mixed numbers with different denominators

Multiply simple pairs of proper fractions. Divide fractions by whole numbers. Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. Calculate decimal equivalents for a simple fraction using division. Solve problems involving calculations of percentages. Use inverse operations.

English Transition: KS2 to KS3 English KS2 Writing Assessment TasksEnglish GCSE Writing Assessment Tasks Short story Newspaper report Diary Report Letter Leaflet Short story Newspaper report Speech Report Letter Leaflet/guide Review

Super Six Can select from a wide range of imaginative and ambitious vocabulary and use it precisely, using it appropriately for a range of tasks and formality. Can use full stops and capital letters correctly at all times, as well as using a wider range of punctuation almost correctly (inverted commas, commas, brackets, apostrophes, semi-colons, dashes, colons and hyphens). Can also use punctuation to show division between clauses.

Can spell most words correctly, including common exception words. Can vary sentence length and word order to sustain interest. Can use appropriate layout devices e.g. paragraphs, headings, sub-headings, bullets, columns, tables or underlining, to structure a text. Can write neatly, legibly and accurately in a flowing style that has clarity.

Transition activities English activity Maths activity Science activity Creative activity

English transition Descriptive writing task (SHS) Read a book of your choice and write a review (Marling)

Maths transition activity Problem solving Requirement to show working, but no requirement to necessarily find the solution

Science transition activity Conduct and write up an experiment

Teacher Assessment Year 6 Teacher gives us his/her assessment of confidence level for the 6 English statements and the 12 mathematics statements Additionally ask for teacher assessment of reading, writing and mathematics (working towards, working at, working at greater depth)

How to use the data? Student self reflection Teacher assessment Year 7 subject teacher assessment … all cross referenced to help us to plan lessons and support students.

… Student academic profile Science, English and Maths activities scanned into a pupil profile folder. Students reflect on their progress at key points during the year to build up an ‘academic log’. They have the opportunity to comment on areas of extra support that they may need

Whole school approaches Protocols in the Year 7 classroom Home/School/Student partnership

What next? More cross-phase visits and collaboration Review of impact Increased contact with feeder schools to support transition

Any Questions?