1 / 8

Ensuring progress from KS2- KS3 - is there a problem?

Ensuring progress from KS2- KS3 - is there a problem?. 1999(Galton) Up to 40% students fail to make expected progress in year 7 2003 30% no progress in Maths 50% no progress in English 2004 Five Year Strategy for Children and Learners

webb
Télécharger la présentation

Ensuring progress from KS2- KS3 - is there a problem?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Ensuring progress from KS2- KS3 - is there a problem? • 1999(Galton) Up to 40% students fail to make expected progress in year 7 • 2003 30% no progress in Maths 50% no progress in English • 2004 Five Year Strategy for Children and Learners “too many children still find the transition from primary to secondary school difficult- some fall back in their learning as a result”

  2. What does your data tell you?

  3. 2008 What makes a successful Transition from Primary to secondary school? • Social adjustment • Institutional adjustment • Curriculum interest and continuity.

  4. Induction days • Taster days • Teacher i/c transition • Tutor groups with friends • Information booklets • Parental involvement- Charles Deforges work stresses the close correlation between parental involvement in a school and student progress. • Support from Primary school teacher • Visit from Year 7 teacher to primary school- most talked to class, some at an assembly, • “Buddying” systems

  5. What do you do?

  6. Curriculum interest and continuity. • An understanding of approaches to teaching and learning experienced by the students • Curriculum continuity and ensuring appropriate challenge

  7. Strengthening transfers and transitions project- 2008 • Headteacher / SLT involvement. The crucial element here is a ‘leader’ with the status to give importance to transfers and transitions, but additionally able to align it with wider school improvement priorities. • Ongoing collaboration before and after transfer in the context of both key stages. This has not been one key stage ‘doing’ transfer to the other, but an equal partnership that has professionally developed all stakeholders. • Cross-phase network meetings Most successfully where the agenda and discussions have focused on professional dialogue about teaching and learning within the contexts of transfers and transitions, and not about the cohort or individual pupils that are involved. • The development of pupils’ skills Either a part- or full-time competency-based curriculum designed to build on prior learning and to facilitate successful movement to the following year / key stage. • Building capacity and sustainability for ongoing improvement Involving pupils and parents in the monitoring, reviewing and planning process and strategically sharing effective practice through a planned process, both within an LA and a school.

  8. Some ideas from Hampshire schools • Helen Humble- Amery Hill • Matthew Newberry – Cams Hill

More Related