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TRANSCRIPT
Curriculum ContinuityEffective transfer between primary and secondary schools
ContentsThe DVD 3
An outline of the accompanying DVD.
Introduction 5An explanation of the issues and challenges for the senior leadershipteam to consider when reflecting on practice in its school.
The use of bridging (transition) materials 10An outline of what is available from the National Strategies andelsewhere. This section presents research findings about the use of bridging materials and offers advice about using the bridgingmaterials successfully.
Teacher exchanges 12A summary of the benefits of organising teacher exchanges betweenprimary and secondary schools with suggestions about how schools can get the best out of these exchanges.
Prioritising developments 13A DVD clip is used to initiate discussion on identifying priorities.
Curriculum continuity in English 14This section invites the reader to consider curriculum continuity inEnglish by comparing video clips of a Year 6 class and a Year 7 class. The section can easily be used as a discussion session in a departmental meeting.
Curriculum continuity in mathematics 21This section invites the reader to consider curriculum continuity inmathematics by comparing video clips of a Year 6 class and a Year 7 class. The section can easily be used as a discussion session in adepartmental meeting.
Curriculum continuity in science 30This section invites the reader to consider curriculum continuity inscience by comparing video clips of a Year 6 class and a Year 7 class. The section can easily be used as a discussion session in a departmental meeting.
Curriculum continuity in ICT 35This section invites the reader to consider curriculum continuity in ICT by comparing video clips of a Year 6 class and a Year 7 class. The section can easily be used as a discussion session in adepartmental meeting.
Curriculum continuity in the foundation subjects 44This section suggests how foundation subject departments mightreflect on curriculum continuity at transfer and seek to improve it.
References 49A list of materials available to support work on transfer.
Appendix 50Summary of recent research on transfer and transition – Galtonet al (2003)
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
The DVD
The DVD accompanying this guidance contains a number of film sequences that cansupport and stimulate discussion.
In the first sequence, some headteachers, other senior managers, teachers and pupilstalk about the important issues for them in relation to continuity in curriculum andteaching at transfer from primary to secondary schools. You may find this a usefulstimulus for discussion at a senior leadership team meeting and a focus for reviewingpractice related to transfer and transition.
The other sequences are intended for subject leaders and their departments. Theyfeature Year 6 and Year 7 lessons in the core subjects and ICT. As with all filmedlessons, they are not intended to illustrate ‘perfect’ lessons. Instead they showdeveloping practice and illustrate teachers working together to provide worthwhile unitsof teaching to bridge from primary to secondary school, with the aim of improvingcontinuity in curriculum and teaching.
Outline of the film sequences on the DVD
1
2
3a
3b
4
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© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Sequence Duration Title Description
15 minutes
12 minutes
20 minutes
12 minutes
15 minutes
13 minutes
14 minutes
14 minutes
12 minutes
Curriculum continuity from a whole-schoolperspective
Curriculum continuity inEnglish – Year 6
Curriculum continuity inEnglish – Year 7
Curriculum continuity inmathematics – Year 6
Curriculum continuity inmathematics – Year 7
Curriculum continuity inmathematics and LondonChallenge – Year 6
Curriculum continuity inmathematics and LondonChallenge – Year 7
Curriculum continuity inscience – Year 6
Curriculum continuity inscience – Year 7
Senior managers and teachers talk about how their transfer arrangementshave brought about better continuity in curriculum, teaching and learning.Pupils talk about what has been important from their point of view.
A Year 6 English lesson, based on lesson 3 from the Year 6 English transitionunit. The lesson focuses on comparing characters from two texts. Some Year6 pupils talk about their work.
A Year 7 English lesson based on lesson 4 from the Year 7 English transitionunit. The lesson focuses on narrative writing. Some Year 7 pupils talk about their work.
A Year 6 mathematics lesson, based on day 1 from the Year 6 mathematicstransition unit. The lesson focuses on solving number problems. Some Year 6pupils talk about their work.
A Year 7 mathematics lesson based on lesson 3 from the Year 7 mathematicstransition unit. The lesson focuses on written calculation methods. Some Year7 pupils talk about their work.
A Year 6 mathematics lesson, based on day 4 from the Year 6 mathematicstransition unit. The lesson focuses on solving problems using multiplicationand division. Some Year 6 pupils talk about their work.
A Year 7 mathematics lesson based on lesson 4 from the Year 7 mathematicstransition unit. The lesson focuses on solving word problems and effective useof a calculator. Some Year 7 pupils talk about their work.
A Year 6 science lesson towards the end of a six-hour unit in the second halfof the summer term. The lesson focuses on collecting and evaluatingevidence from an investigation into bread dough.
A Year 7 science lesson early in the autumn term. The lesson focuses oncarrying out an investigation and evaluating the results.
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Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
AcknowledgementsWe are very grateful to all the teachers and pupils of the schools that feature in thisDVD. Details of the schools are listed below.
School LEA No. on roll FSM
Emmaville Primary School Gateshead 199 14%
Ryton Comprehensive School Gateshead 1225 12%
Ewanrigg Junior School Cumbria 173 47%
Netherhall Specialist Sports College Cumbria 875 20%
Rushmore Primary School Hackney 474 24%
Hackney Free and Parochial CE School Hackney 746 50%
Lakeside Primary School York 360 9%
Canon Lee School York 900 13%
Introduction
Members of the senior leadership team are invited to read through this Introduction,stopping to reflect on the questions in the boxes and discussing them during or after reading.
PurposeThe purpose of this booklet is to help schools to consider what more they can do toensure curriculum continuity between the primary and secondary curriculum, so thatpupils new to secondary school get off to a flying start. It complements the work beingdone in other places to support better transfer of data and to develop pastoral support.
What is curriculum continuity?Curriculum continuity refers to:● knowing which topics and, in English, which texts have already been covered;● knowing what skills and understandings have been well established;● knowing the pace and style of previous lessons in the subject;● using this knowledge to launch pupils’ secondary education in a way that will
reassure them, challenge them and take them forward rapidly.
Topics and textsIt is not unusual to find that pupils revisit topics they have already covered. Onoccasion, it can be illuminating to visit old territory and see it in a new light. But, mostly,pupils find it dull.
● For each subject of the Year 7 curriculum, are you confident that departments inyour school know the information referred to in the first three bullet points above?
● Some heads of department will tell you that these issues depend upon theschool the pupils come from. Do you know which subjects are struggling with anuneven mix in terms of coverage, level of skills and lesson style?
● Have you ever asked pupils about the extent to which they tread water in Year 7,repeat topics or encounter work that is not well pitched to their needs?
Questions for discussion or consideration
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© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Thinking about curriculum continuity in advance can avoid such situations.
As a minimum, it is essential that departments know which topics (and, in English,which texts) have been covered by primary schools. Many schools have alreadyformalised a way of collecting this information, but if they have not, some simple failsafemethods are listed below.
1. Hold a one-hour twilight session for subject coordinators in primary schools tocome and meet the subject leader in the secondary school to compile an audit ofwhat is covered locally.
2. Visit a Year 6 teacher in each of the primary schools and request a copy of thescheme of work for each subject or a summary of it.
3. Ask the Year 6 teacher to study a checklist summary of Year 7 content in eachsubject and alert you to any repetitions or other issues relating to the content.
4. Ask the pupils to tell you which topics and, if appropriate, which texts they havecovered.
5. Ask a pupil from each partner primary school to bring in a complete set of work foryou to check.
● What liaison is already in place?
● How purposeful is it?
● Could it be used to collect some of the information mentioned above?
Questions for discussion or consideration
Examples
A 15-year-old girl explains that she has studied the following topics on severaloccasions.
• Designing a toy (Years 4, 6 and 8)• Adapting a biscuit recipe (Years 1, 5, 8, and 10)• My local area (Years 3, 6, 7, and 9)• About myself, my family and friends (Years 3, 4 and 7)• About myself, my family and friends in French (Years 4, 6, 7, 8, 9, 10)• The water cycle (Years 4, 7 and 9)
A boy in Year 7 explains that the two class readers so far studied in his Englishlessons were similarly used with the whole class in his primary school. Six otherpupils in the group are in the same position. They have told the teacher, but theallocation of books to classes is such that she is unable to find a suitable alternative.
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Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Skills and understandingTest results offer useful information in the core subjects, especially if you look atparticular raw scores. Most schools use test results to monitor trends, inform settingand pick out the most able, the least able and particular pupils with an unusual profile.But the important issue is whether the schools use in their teaching the informationgained about the majority of pupils.
Results from any tests are only useful if they improve the teaching that comes afterthem. It is not helpful to pupils if:● they tread water while extra tests are imposed;● their teachers don’t know what the test scores represent;● their teachers stick to the teaching plan regardless of test results.
The Frameworks of objectives for the National Literacy Strategy and the NationalNumeracy Strategy offer a detailed and effective line of progression, which moves intoKey Stage 3 in the Frameworks for English and mathematics. Using their subjectFramework is the single most important thing teachers can do to ensure goodcontinuity and progression in transition from primary to secondary school. In othersubjects, QCA schemes of work can be used to ensure continuity and progression.
Sound assessment of pupils’ skills and understanding in foundation subjects is muchless easy to achieve than in the core subjects. However, your foundation subject staffcan glean much from:● a desk exercise reading the latest reports in the pupils’ files;● a summer meeting to look over folders of work or exercise books for the next cohort
to get a feel for the cohort and to comment about individual pupils;● a standards moderation among partner schools using not only standardised
materials on the QCA website but also pupil folders or exercise books from Years 6and 7;
● using one or two early lessons to set exciting but revealing tasks that will give auseful perspective on pupils’ strengths and weaknesses.
● Do your core subject departments follow the Key Stage 3 Frameworks?
● How much information is received – or sought – by your foundation subjectdepartments?
Questions for discussion or consideration
● Do all core subject teachers in Year 7 receive and analyse the data for their new classes?
● Do you have evidence that teachers can and do adapt their teaching plans to fitthe profile of each new class?
Questions for discussion or consideration
Curriculum Continuity 7
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Pace and style of lessonsPupils know and expect that lessons will be somewhat different in secondary school.
When transferring to secondary school they may be apprehensive about:● the demands that will be placed on them by subject specialists;● the many different faces, rooms and teaching styles they will now meet;● conventions of behaviour and procedures they may not know;● past weaknesses being exposed.
On the other hand, research tells us that they are even more excited and optimistic about:● the newness of discrete subjects;● being inspired by enthusiastic specialists;● the possibilities of starting afresh with high hopes and a clean sheet;● specialist provision such as laboratories, DT rooms and drama studios;● expanding horizons.
Recent research (Galton et al, 2003) suggests that pupils get a ‘buzz’ from the newexperience and challenge of secondary school. There is no reason automatically tostifle differences between primary school and secondary school.
In the core subjects, the National Strategies are building continuity, in terms of, for example:● teaching to objectives;● interactive whole-class teaching;● the use of starters and plenaries;● the use of guided work;● directed questions rather than hands-up responses.
Rather than seeking unique policies for each subject, it is probably wisest if thesecondary school has a teaching and learning policy based on the best principles of theNational Strategies. This teaching and learning policy should be used by all departmentsand explained to pupils when they arrive.
A group of pupils moving from their small village primary school to a secondary schoolin town commented, as follows, on the differences in the way the lessons work.
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Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
The use of textbooks is common in secondary schools but not always in primaryschools. One of the things a secondary teacher can do for a new class is to introducethem to the standard textbook and show how it works – its contents, index, activitylogos, the structure of each chapter, the glossary, etc.
It is also a good idea if teachers can lay out some past work, such as old exercisebooks or displays, so that pupils get a feel for the type of work they will do, the standardexpected and the length and layout of written work.
● Is there a school teaching and learning policy that is shared with pupils?
● How do departments introduce pupils to the rules, standards, resources andstyles of work they commonly use and expect?
Questions for discussion or consideration
Curriculum Continuity 9
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
SecondaryPrimary
• Teacher asked particular people toanswer questions.
• You could leave your seat to get pens and paper.
• Pens, paper and dictionaries wereprovided at the table.
• You were expected to work as agroup.
• There were group work rules such astaking turns, having a chair, a scribeand a timekeeper.
• You had to sit in the same place.
• You could do your work on thecomputer if you wanted to.
• We didn’t have textbooks.
• We had to use pencils for rough workand fountain pens for best.
• Mrs X let us talk quietly when we wereworking.
• You are asked to put your hand up ifyou think you know the answer.
• Leaving your seat is not allowed.• You are expected to bring your own
equipment.
• There is less group work. Teachersoften expect you to work individually.
• We only have group work rules inEnglish.
• You can usually sit with your friends.Sometimes someone else is in yourseat and you have to move.Sometimes the teacher tells you whoto sit next to.
• You have to ask permission to work atthe computer. In some lessons, youare told that handwriting is the rule.
• A lot of subjects are based ontextbooks.
• Everyone uses biro.
• All the teachers have different rulesabout talking. Some pupils are toonoisy. Some teachers want silence.
Secondary
The use of bridging (transition) materials
Bridging or transition units – a set of materials started in the last few weeks in theprimary school and continued after transfer to secondary school – are increasingly usedto support continuity in curriculum and pedagogy.
What is available?
Different models of bridging units are currently available to schools.● Bridging materials for English and mathematics have been produced by the Strategy:
Transition from Year 6 to Year 7: Mathematics units of work (DfES 0118-2002);Transition from Year 6 to Year 7: English units of work (DfES 0113-2002).
● Published schemes are available, such as the QCA bridging units.● Many LEAs produce materials for use within their own primary/secondary
partnerships and some schools develop and produce their own bridging materials.
How effective is the use of bridging materials?
Bridging materials support curriculum continuity but, according to research undertakenby Galton et al (2003), only to a limited extent. They model how continuity andprogression can be achieved in one aspect of learning in a subject; similar approachesneed to be considered for other aspects of learning.
Galton et al (2003) report that the benefits for pupils of being involved in bridging unitsare more marked when primary and secondary teachers engage in joint planning of the units.
External evaluation of a Key Stage 3/London Challenge transition project highlightedthat, where transition units are given high status and pupils’ work successfullytransferred from primary to secondary school, pupils:● feel more confident and enthusiastic about their move to Year 7;● like to show their new teacher their work from primary school;● feel that their Year 6 work was valued by their teachers;● like looking back at their Year 6 work so that they can see the progress they are making.
Promoting professional dialogue between primary and secondary colleagues on issuesof pedagogy and assessment is one of the main benefits for teachers using bridgingmaterials. One of the issues raised by Galton et al (2003) is how teachers plan post-induction programmes to build on and sustain the development of pupils asprofessional learners.
It was noticeable that where primary and secondary colleaguesengaged in joint planning of these units there was both continuity anda greater variety of activities so that pupils’ motivation was sustainedafter transfer.
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Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
● Are teachers and pupils clear about the purpose of bridging units?
● How can you build on the work that has been done in bridging units in later partsof the curriculum?
● Are subject leaders committed to modifying schemes of work to build on andsustain continuity of learning?
● Is sufficient attention given to post-transfer or post-induction activities? How ispupils’ excitement for learning sustained? How is a language for thinking andtalking about their learning developed?
Questions for discussion or consideration
Few teachers in secondary schools appeared to use the units fordiagnostic purposes to gain a better understating of what pupilscould do and hence avoid setting future work at too low a level. Nordid schools appear to build on the curriculum continuity provided, inthat once the unit was completed a new and unrelated topic wouldbe introduced. For example, when some pupils were asked whathappened when the unit ended they replied, ‘the teacher put on hiswhite coat and we did the Bunsen burner.’
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© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Teacher exchanges
Observing teaching in primary schools is often cited by secondary teachers as anextremely valuable experience.
Since the beginning of the Strategy such opportunities for observation have beenpromoted, initially in English and mathematics, so that secondary teachers learnedabout the working of a literacy hour and structured, fast-paced primary mathematicslessons. In science, too, many secondary teachers benefited from seeing first-hand thechallenge of primary science lessons.
Having the opportunity to observe primary teaching has also been of benefit toteachers in other disciplines. Secondary teachers say that they value:● learning more about the curriculum coverage in Key Stage 2;● gaining an insight into the teaching strategies being employed in primary schools;● experiencing first-hand the level of expectation being set in Key Stage 2;● reflecting on issues of classroom organisation.
More recently, there have been more opportunities for primary teachers to reciprocatethese visits. Primary teachers particularly value the subject expertise of their secondarycolleagues and the opportunity to see how the curriculum develops in Key Stage 3.
Interestingly, the recent research on transition (Galton et al, 2003) indicates that theadvantages cited by teachers do not necessarily influence their own practice. To be oflasting benefit observations need to have a clear focus on a teaching strategy or anaspect of pupils’ engagement. In one effective example in the research study, a pair ofteachers planned peer observations with a tight focus on developing challengingquestions and on how pupils responded, or evaded giving answers.
● Do you promote teacher exchanges?
● How would you ensure that teacher exchanges stimulate analysis anddevelopments related to the curriculum, teaching and learning?
Questions for discussion or consideration
The use of peer-focused observation seemed to lead to the analysisof classroom practice at a deeper level.
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Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Prioritising developments
DVD sequence 1: Curriculum continuity from a whole-schoolperspective
Sequence 1 on the DVD contains excerpts of interviews with senior managers,teachers and pupils. Their views may help you to identify what more your school coulddo to ensure curriculum continuity.
● Are any of the ideas presented by senior staff or teachers ones that could beapplied to your school?
● Do the views of pupils resonate with views you’ve heard voiced in your school?
● What are the implications for developing curriculum continuity?
● What will be your priorities?
Questions for discussion or consideration
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© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Curriculum continuity in English
The purpose of this section is to help English teachers and departments to considerwhat more they can do to ensure curriculum continuity between the primary andsecondary curriculum, so that pupils new to secondary school get off to a flying start.The material in this section complements the work being done in other places tosupport better transfer of data and to develop pastoral support.
This section invites you to consider curriculum continuity in English by comparing Year6 and Year 7 teaching sequences on DVD. The section can be used as a discussionsession in a departmental meeting (see page 18).
What is curriculum continuity?Recent research on transfer and transition (Galton et al, 2003) has pointed out the needfor schools to work more on curriculum continuity and to pay attention to academictransfer and ‘the specific strategies which help sustain pupils’ progress’. An outline ofthe main findings and messages from the research is included in the Appendix. You maywish to read this before working through the materials in the relevant subject section.
Curriculum continuity refers to:● knowing which topics and texts have already been covered;● knowing what skills and understandings have been well established;● knowing the pace and style of previous lessons in the subject.
This knowledge is then used to launch pupils’ secondary education in a way that willreassure them, challenge them and take them forward rapidly.
As a minimum, it is essential that departments know which topics and texts have beencovered by primary schools. Many schools have already formalised a way of collectingthis information, but if they have not, some simple failsafe methods are listed below.
1. Hold a one-hour twilight session for subject coordinators in primary schools tocome and meet the subject leader in the secondary school to audit what has beencovered and the teaching approaches used.
2. Visit a Year 6 teacher in each of the primary schools and request a copy of thescheme of work for English or a summary of it. If possible, observe or team teach a lesson.
3. Ask the Year 6 teacher to study a checklist summary of Year 7 content in Englishand alert you to any potential overlaps or other issues relating to the content.
4. Ask the pupils to tell you which topics and texts they have already covered.5. Ask a pupil from each partner primary school to bring in a complete set of work for
you to see.
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Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Task 1
The Framework of objectives for the National Literacy Strategy offers a detailed andeffective line of progression which moves into Key Stage 3 in the Framework for teachingEnglish: Years 7, 8 and 9. Using the Framework is the single most important thing youcan do to ensure good continuity and progression in English across the schools.
The DVD sequences used in this section are designed to draw attention to successfulfeatures of curriculum continuity in English, using the transition units developed by theNational Literacy Strategy and the Key Stage 3 Strategy: Transition from Year 6 to Year 7 – English units of work (DfES 0116/2004).
As you watch the DVD clips, draw out key features of continuity, both in terms ofcurriculum links and continuity in approaches to teaching and learning, and look for features of Year 7 teaching that challenge pupils to build on and extend their Year 6 experience.
Task 2
DVD sequence 2: Curriculum continuity in English – Year 6
Emmaville Primary School
● The school is situated in a former mining village on the outskirts of Gateshead. Itcaters for pupils aged 3 to 11 and has 199 pupils on roll plus 22 in the nursery.
● 14% of pupils are eligible for free school meals.● Nearly all pupils transfer to one secondary school.● 90% of pupils in the Year 6 class featured on the DVD attained level 4 or above in the
2003 Key Stage 2 National Curriculum test for English.
The teacher, Hayley, is teaching lesson 3 from the Year 6 transition unit. Spend a fewminutes reading through the plan for the whole week (page 19), concentratingparticularly on the lesson you are about to see.
The lesson focuses on comparing characters from two texts. Pupils are asked to selectevidence from the texts to support their opinions.
Watch the lesson and consider the following question.
● What liaison is already in place?
● How purposeful is it?
● Could it be used to collect some of the information mentioned above?
Questions for discussion or consideration
Curriculum Continuity 15
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Now view the pupil interviews.
Before going on to watch the Year 7 lesson, which is based on week 2 of the transitionunit, think about the following questions.
Task 3
DVD sequence 2: Curriculum continuity in English – Year 7
Now watch the Year 7 lesson (the first 13 minutes of this sequence) filmed at RytonComprehensive School.
Ryton Comprehensive School
● Ryton is a large comprehensive school on the outskirts of Gateshead catering forpupils aged 11 to 18 with 1225 pupils on roll.
● 12% of pupils are eligible for free school meals.● Year 7 pupils come mainly from seven partner primary schools.● All pupils in the Year 7 top band shown on the DVD attained level 4, with the majority
at level 5, in the 2003 Key Stage 2 National Curriculum test for English.
Spend a few minutes reading through the plan for the whole week (page 20),concentrating particularly on the lesson you are about to see (lesson 4).
The lesson focuses on narrative writing. Pupils compose an opening to their own narrative,drawing on their knowledge of narrative techniques in Michael Morpurgo’s writing.
Watch the lesson and consider the following question.
● Given what the pupils have shown they can do in Year 6, what features of a Year 7 lesson would you expect to see that provides:• curriculum continuity?• an increased level of challenge?
● What do these interviews reveal about ways of achieving curriculum continuity?
● What specific literacy skills and abilities do pupils demonstrate?
Look for examples of:• use of metalanguage to describe features of texts;• use of evidence to support opinions;• discussion and groupwork skills;• writing connected prose based on notes.
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Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Now view the pupil interviews.
Task 4
DVD sequence 2: Curriculum continuity in English – Year 7 guided writing
The last 7 minutes of the film sequence shows some of the Year 7 pupils in a guidedwriting session as part of the same lesson. View this clip and complete the followingtask to review both the Year 6 and Year 7 lessons and draw some conclusions aboutpedagogical continuity and progression.
Task 5
Decide on one key action you can take to improve curriculum continuity, and one keyaction for pedagogical continuity in English, and record these in the department’saction plan.
1. Note key features of the teaching and learning that ensure that these pupilsexperience the pace and style of previous lessons in the subject. Consider:• use of objectives;• approaches to shared reading and writing;• use of teacher modelling;• questioning;• support for pupils as they begin to apply what they are learning (‘scaffolding’);• guided group work;• assessment for learning.
2. Identify aspects of the teaching in the Year 7 lesson that are designed tochallenge the pupils and take them forward rapidly. In other words, what isdifferent about the pupils’ experience of English in Year 7 that will ‘create a buzz’for them as the start on their secondary experience?
● What do these interviews reveal about ways of achieving curriculum continuity?
● What evidence is there of pupils building on their experience of the work carriedout in Year 6 on the first part of the transition unit?
Look for examples of:• use of metalanguage to describe features of texts;• pupils offering opinions in a whole-class context;• discussion and groupwork skills;• pupils’ confidence and increased sophistication in their answers.
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© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Using this section as a discussion session in adepartmental meeting
You will need:
● DVD sequence 2: Curriculum continuity in English – Year 6 and Year 7 lessonsand pupil interviews and Year 7 guided writing
● Copies of the Curriculum continuity in English section of this booklet – at leastone copy between two people.
1. Use the Introduction to this booklet as the basis for a (5 minutes)brief outline of the main issues facing secondary schools in general, and English departments in particular, over transfer and ensuring curriculum continuity.
2. Introduce colleagues to the definition of ‘curriculum (5 minutes)continuity’ used in this booklet. Invite brief, focused discussion using the question in task 1.
3. Use the DVD and work through task 2, task 3 and (55 minutes)task 4. You can save time and ensure that you gain a variety of viewpoints by allocating different aspects of the tasks to different people.
4. Conclude with task 5, a brief action-planning discussion, (10 minutes) determine two key actions the department will take as a result. To enable whole-school coordination, relay these planned actions to the member of the senior leadershipteam responsible for transfer.
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75 minutes
Curriculum Continuity 19
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
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8
Pup
ils re
ad th
e op
enin
g of
The
Dan
cing
Bea
r(R
esou
rce
She
et B
). In
pai
rs o
r gro
ups,
they
dis
cuss
and
ana
lyse
a jo
urna
l ent
ry w
hich
com
par
es th
is o
pen
ing
with
the
open
ing
ofK
ensu
ke’s
Kin
gdom
in a
cha
rt o
r dia
gram
(Sam
ple
Tex
t 2).
T5, T
8
Sam
ple
pup
ils’ r
esp
onse
s.Fo
cus
on a
nd e
xplo
re a
wid
era
nge
of re
actio
ns/
resp
onse
s. T
1, T
8
Sam
ple
pup
ils’ r
esp
onse
s.E
valu
ate
the
effe
ctiv
enes
s of
each
typ
e of
ent
ry, e
.g. i
n th
ech
art,
note
the
use
of g
rap
hic
alte
rnat
ives
to c
omp
lex
sent
ence
s b
ut s
till t
he u
se o
fm
etal
angu
age.
W6
Beg
inre
adin
gTh
eS
uitc
ase
Kid
tocl
ass.
Rea
d
The
Sui
tcas
eK
id.
Sug
gest
read
top
age
33.
Pup
ils b
egin
to re
adow
n ch
osen
text
s;th
ey re
cord
initi
alco
mm
ents
and
que
stio
ns. T
1
Use
pre
ferr
ed e
ntry
typ
e to
eva
luat
e th
eef
fect
iven
ess
of th
eop
enin
g in
ow
nch
osen
text
. T1
Rer
ead
des
crip
tion
of K
ensu
ke (p
ages
67–
70 fr
om K
ensu
ke’s
Kin
gdom
). R
ead
the
des
crip
tion
of R
oxan
ne in
The
Dan
cing
Bea
r (R
esou
rce
She
et B
). D
emo-
dra
w/w
rite
a ch
art/
dia
gram
tono
te th
e ke
y p
oint
s of
sim
ilarit
y an
d d
iffer
ence
bet
wee
n th
e w
ayin
whi
ch th
e au
thor
des
crib
es th
e tw
o ch
arac
ters
in th
e tw
ob
ooks
(Sam
ple
Tex
t 3).
Focu
s on
use
of j
ourn
al m
etal
angu
age.
Usi
ng th
is c
hart
/dia
gram
as
a sk
elet
al p
lan,
dem
o-w
rite
the
first
two
sent
ence
s of
a p
rose
jour
nal e
ntry
on
sam
e su
bjec
t (S
ampl
eTe
xt 3
). T6
In re
adin
g jo
urna
ls, p
upils
com
ple
te th
ep
rose
com
par
ison
of h
ow c
hara
cter
s ar
ed
escr
ibed
usi
ng th
e ap
pro
pria
tem
etal
angu
age
and
som
e co
mp
lex
sent
ence
s to
mak
e ef
fect
ive
com
par
ison
s.T6
, T12
, S4,
W6
In re
adin
g jo
urna
ls, p
upils
writ
e on
e of
the
follo
win
g:
●le
tter
from
Kat
ie o
r And
y to
sam
e ag
ony
aunt
but
des
crib
ing
the
pro
ble
m s
light
lyd
iffer
ently
;●
resp
onse
from
ago
ny a
unt;
●
scrip
t for
pla
ylet
in w
hich
Kat
ie te
lls h
erd
ad w
hat h
app
ened
. T8
Iden
tify
a p
oint
from
the
char
t and
invi
te e
xam
ple
s of
pup
ils’ d
evel
oped
view
poi
nts;
focu
s on
com
ple
x se
nten
ces
and
met
alan
guag
e. T
6, S
4, W
6
Rea
d
The
Sui
tcas
eK
id.
Sug
gest
read
top
age
52.
Cha
ract
er a
naly
sis
– p
rose
or c
hart
fo
rm –
on
any
sign
ifica
nt c
hara
cter
from
ow
n re
adin
g.T1
Em
pat
hisi
ngin
role
-pla
yan
d w
ritin
g
Rea
d A
ndre
a’s
des
crip
tion
of h
er s
tep
sist
er o
n p
ages
13–
15 o
fTh
e S
uitc
ase
Kid
. Go
into
role
as
And
rea
(hot
-sea
ting)
and
ask
the
pup
ils to
que
stio
n yo
u. In
pai
rs, p
upils
role
-pla
y th
ear
gum
ent b
etw
een
And
rea
and
Kat
ie.
Dem
o-w
rite
a tr
ansf
orm
atio
n p
iece
for j
ourn
al e
ntry
, e.g
. let
ter t
oag
ony
aunt
(Sam
ple
Tex
t 4).
T8
Take
exa
mp
les
of K
atie
’svi
ewp
oint
. Lea
d d
iscu
ssio
non
how
it m
ight
feel
to b
eK
atie
(e.g
. – s
mal
l, vu
lner
able
with
sim
ilar f
amily
pre
ssur
esto
And
rea)
. T8
Rea
d
The
Sui
tcas
eK
id.
Con
tinue
to a
t lea
stp
age
72.
Des
ign
and
writ
eow
n tr
ansf
orm
atio
np
iece
sho
win
gem
pat
hy w
ith a
nych
osen
cha
ract
erfr
om o
wn
read
ing.
Giv
e b
rief
orie
ntat
ion.
T8
Pup
ils re
read
the
fam
ily in
cid
ent o
n p
ages
38–4
0 of
The
Sui
tcas
e K
id. P
upils
writ
e a
bal
ance
d, 3
rd p
erso
n su
mm
ary
of th
isep
isod
e, o
fferin
g an
unb
iase
d ju
dge
men
t of
each
chi
ld’s
role
, and
the
role
s of
the
adul
tsin
bui
ldin
g up
to th
e co
nflic
t. P
upils
then
of
fer b
rief p
erso
nal a
dvi
ce to
the
pro
tago
nist
s on
how
to im
pro
ve b
ehav
iour
to
less
en s
tres
s/co
nflic
t. T
9, S
4, W
6
Sum
mar
isin
gan
dev
alua
ting
Rer
ead
the
inci
den
t bet
wee
n A
ndre
a an
d K
atie
(pag
es 6
8–70
of
The
Sui
tcas
e K
id).
Dis
cuss
the
effe
ct o
f the
use
of f
irst p
erso
n on
the
read
er. D
emo-
writ
e an
unb
iase
d/b
alan
ced
3rd
per
son
sum
mar
y of
this
, pos
sib
ly fr
om th
e p
oint
of v
iew
of a
soc
ial
wor
ker.
Ind
icat
e yo
ur u
se o
f com
ple
x se
nten
ces
and
met
alan
guag
e (S
amp
le T
ext 5
). T9
, S4,
W6
Act
ive
liste
ning
– v
olun
teer
sre
ad o
ut s
umm
arie
s; c
lass
liste
ns fo
r evi
den
ce o
ffa
irnes
s or
bia
s. T
8
Rea
d
The
Sui
tcas
eK
id.
Sug
gest
read
top
age
96.
Sel
ect a
con
flict
or
stre
ssfu
l inc
iden
tfr
om o
wn
chos
ente
xt. W
rite
3rd
per
son
sum
mar
y;of
fer a
sim
ple
jud
gem
ent a
nd/o
rad
vice
.
Week 1
Share
d t
ext
, sente
nce a
nd w
ord
leve
l work
Independent/
guid
ed w
ork
Ple
nary
Cla
ssnove
lP
oss
ible
hom
ew
ork
suggest
ions
Two-w
eek p
lan for
Year
6
Week 1
Curriculum Continuity20
Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Less
on
Two-w
eek p
lan for
Year
6
Week 2
4 Ap
ply
inw
ritin
g
Pup
ils fi
nd u
nstr
esse
dvo
wel
s w
ithin
giv
en g
roup
of w
ord
s. P
upils
gen
erat
era
nge
of s
trat
egie
s to
hel
pth
em s
pel
l tho
se w
ord
s.
Ref
errin
g to
Mor
pur
go’s
use
of ‘
trut
h –
mos
tly’ i
n hi
s in
trod
uctio
n to
the
stor
y,
use
the
note
s of
a c
hild
hood
mem
ory
and
, ref
errin
g to
the
Nar
rativ
e C
heck
list
(Res
ourc
e S
heet
E),
rew
ork
them
into
ana
rrat
ive
usin
g d
emon
stra
tion
writ
ing
(Sam
ple
Tex
t 10)
. TW
3, T
R15
, S1
Pup
ils re
wor
k th
eir o
wn
note
s in
tona
rrat
ives
, dra
win
g on
thei
r exi
stin
gkn
owle
dge
ab
out w
ritin
g na
rrat
ive,
refe
rrin
gto
the
Nar
rativ
e C
heck
list (
Res
ourc
e S
heet
E) a
nd in
corp
orat
ing
any
styl
istic
feat
ures
they
hav
e no
ted
in M
orp
urgo
’s w
ork.
(Cou
ldus
e th
eir j
ourn
als
for e
xam
ple
s.) T
W3,
S1
Pup
ils re
ad o
ut e
xam
ple
s of
how
they
hav
e d
evel
oped
an
oral
reco
unt i
nto
a w
ritte
n na
rrat
ive.
Oth
ers
iden
tify
the
tech
niq
ues
used
, ref
errin
g to
Nar
rativ
eC
heck
list (
Res
ourc
e S
heet
E).
S&
L2, T
W3
Pup
ils c
omp
lete
/ref
ine
thei
rna
rrat
ives
. TW
3; S
2
Car
d s
ort o
f wor
ds
with
unst
ress
ed v
owel
s to
cate
goris
e an
d id
entif
y th
eun
stre
ssed
vow
el.
And
rew
say
s ‘In
a w
ay I
was
luck
y,b
ecau
se I
alw
ays
had
two
fath
ers’
(p. 2
9).
Mod
el lo
catin
g te
xtua
l evi
den
ce o
f bot
hfa
ther
s an
d re
pre
sent
ing
imp
ress
ions
of
each
in d
iagr
amm
atic
/pic
toria
l/grid
form
.In
pai
rs, p
upils
use
whi
te b
oard
s or
note
pad
s to
exp
lore
a v
arie
ty o
f way
s to
note
thei
r im
pre
ssio
ns a
nd to
mak
e a
final
sum
mar
y of
eac
h fa
ther
(Res
ourc
eS
heet
H).
TR6
And
rew
str
ongl
y ad
mire
s hi
s fa
ther
’s s
kill
asan
act
or. A
s a
priv
ate
jour
nal e
ntry
, pup
ilsch
oose
som
eone
they
ad
mire
, des
crib
e th
eq
ualit
y th
ey m
ost v
alue
and
say
why
it is
imp
orta
nt. T
W3,
TR
17
Sam
ple
the
qua
litie
s p
upils
hav
ech
osen
(not
the
peo
ple
) and
list
them
. In
pai
rs p
upils
thin
k of
oth
erp
ositi
ve q
ualit
ies,
and
list
them
.TR
17
Pup
ils ra
nk q
ualit
ies
in o
rder
of
imp
orta
nce
for d
iffer
ent
cate
gorie
s of
peo
ple
e.g
. p
aren
t, fr
iend
, tea
cher
, cel
ebrit
y,et
c. T
R17
Gen
erat
ing
lists
of w
ord
sb
egin
ning
with
the
lett
er c
follo
wed
by
a vo
wel
.Id
entif
ying
the
influ
ence
of
vow
el o
n th
e le
tter
c.
Teac
her i
ntro
duc
es c
y.‘S
how
me’
act
ivity
tod
iscr
imin
ate
bet
wee
n ha
rdan
d s
oft c
.
Rer
ead
sec
tions
that
refe
r to
the
secr
ecy
surr
ound
ing
the
boy
s’ fa
ther
(p. 3
1, li
nes
10–1
6; p
. 33,
line
s 1–
9; p
p. 3
9, li
nes
26–3
0; p
. 40;
p. 4
1, li
nes
1–10
; p. 4
3, li
nes
3–7)
. Lea
d a
dis
cuss
ion
on th
e b
roth
ers’
resp
onse
to th
e fa
mily
sec
ret,
and
thei
rm
othe
r’s, f
athe
r’s a
nd D
ougl
as’ p
ossi
ble
reas
ons
for i
nitia
ting
and
per
pet
uatin
gth
e se
cret
. TR
17
Pup
ils c
omp
ose
a jo
urna
l ent
ry g
ivin
g th
eir
per
sona
l op
inio
n of
the
adul
ts’ d
ecis
ion
toke
ep th
eir f
athe
r’s id
entit
y se
cret
. TR
17, T
W3
Est
ablis
h ho
w m
any
pup
ilsag
ree/
dis
agre
e w
ith th
e ad
ults
’d
ecis
ion.
Ask
pup
ils w
ithop
pos
ing
view
s to
sha
re th
eir
writ
ten
reas
ons.
TR
17
Pup
ils re
view
jour
nal e
ntrie
s,co
mp
lete
/red
raft
/imp
rove
as
nece
ssar
y to
pre
par
e jo
urna
lsfo
r joi
nt Y
7 d
isp
lay
or a
ssem
bly
.TR
17
5 Ana
lyse
6 Ana
lyse
text
Sta
rter
10 m
ins
Intr
oducti
on
Est
imate
d t
ime 2
0 m
ins
Deve
lopm
ent
Est
imate
d t
ime 2
0 m
ins
Ple
nary
10 m
ins
Poss
ible
hom
ew
ork
suggest
ions
Two-w
eek p
lan for
Year
7
Week 2
Curriculum Continuity 21
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Curriculum continuity in mathematics
The purpose of this section is to help mathematics teachers and departments toconsider what more they can do to ensure curriculum continuity between the primaryand secondary curriculum, so that pupils new to secondary school get off to a flyingstart. The material in this section complements the work being done in other places tosupport better transfer of data and to develop pastoral support.
This section invites you to consider curriculum continuity in mathematics by comparingYear 6 and Year 7 teaching sequences on DVD. The section can be used as adiscussion session in a departmental meeting (see page 25).
What is curriculum continuity?Recent research on transfer and transition (Galton et al, 2003) has pointed out the needfor schools to work more on curriculum continuity and to pay attention to academictransfer and ‘the specific strategies which help sustain pupils’ progress’. An outline ofthe main findings and messages from the research is included in the Appendix. You maywish to read this before working through the materials in the relevant subject section.
Curriculum continuity refers to:● knowing which topics have already been covered;● knowing what skills and understandings have been well established;● knowing the pace and style of previous lessons in the subject.
This knowledge is then used to launch pupils’ secondary education in a way that willreassure them, challenge them and take them forward rapidly.
As a minimum, it is essential that departments know which topics in mathematicshave been covered by primary schools. Many schools have already formalised a way of collecting this information, but if they have not, some simple failsafe methods arelisted below.
1. Hold a one-hour twilight session for subject coordinators in primary schools tocome and meet the subject leader in the secondary school to audit what has beencovered and the teaching approaches used.
2. Visit a Year 6 teacher in each of the primary schools and request a copy of thescheme of work for mathematics or a summary of it. If possible, observe or teamteach a lesson.
3. Ask the Year 6 teacher to study a checklist summary of Year 7 content inmathematics and alert you to any potential overlaps or other issues relating to the content.
4. Ask the pupils to tell you which topics they have already covered.5. Ask a pupil from each partner primary school to bring in a complete set of work for
you to see.
Curriculum Continuity22
Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Task 1
The Framework for teaching mathematics from reception to Year 6 and the Frameworkfor teaching mathematics: Years 7, 8 and 9 offer a detailed and effective progressionthrough Key Stages 2 and 3. Using the Frameworks is the single most important thingyou can do to ensure good continuity and progression in mathematics across schools.
The DVD sequences used in this section are designed to draw attention to successfulfeatures of curriculum continuity in mathematics. There are two pairs of Year 6 and Year 7 lessons, where the teachers are using the transition units developed by theNational Numeracy Strategy and the Key Stage 3 Strategy: Transition from Year 6 toYear 7 – Mathematics units of work (DfES 0118/2002). Before watching the lessons,read the descriptions, set out in tasks 2 and 3, of the two pairs of schools. Select thepair closest to your own context.
As you watch the DVD clips, draw out key features of continuity, both in terms ofcurriculum links and continuity in approaches to teaching and learning, and look for features of Year 7 teaching that challenge pupils to build on and extend their Year 6 experience.
Task 2
DVD sequence 3: Curriculum continuity in mathematics – Year 6
Watch one of the clips showing Year 6 lessons and pupil interviews – either featuringEwanrigg Junior School or Rushmore Primary School.
Ewanrigg Junior School
● Ewanrigg is a rural school in an area of high social deprivation with 173 pupils on roll.● 47% of pupils are eligible for free school meals.● Nearly all Year 6 pupils transfer to one secondary school.● 43% of pupils in the Year 6 class featured on the DVD attained level 4 or above in the
2003 Key Stage 2 National Curriculum test for mathematics.
The teacher, Helen, is teaching day 1 from the Year 6 transition unit. The DVD sequencedoes not show the oral and mental starter. The lesson focuses on solving problemsusing number. Pupils are asked whether they can pay for any goods using only 3p and5p coins. Spend a few minutes reading through the lesson plan on page 26. Helen hasannotated the plan to show how she has adapted it for her class.
● What liaison is already in place?
● How purposeful is it?
● Could it be used to collect some of the information mentioned above?
Questions for discussion or consideration
Curriculum Continuity 23
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Rushmore Primary School
● Rushmore is an urban school in Hackney with 474 pupils on roll.● 24% of pupils are eligible for free school meals.● In 2003 Year 6 pupils transferred to 23 different secondary schools.● 83% of pupils in the Year 6 class featured on the DVD attained level 4 or above in the
2003 Key Stage 2 National Curriculum test for mathematics.
The teacher, Niki, is teaching day 4 of the Year 6 transition unit. The lesson focuses onsolving problems using multiplication and division. Pupils are asked to share a squarecake equally between three people in square shaped pieces. Spend a few minutesreading through Niki’s annotated lesson plan on page 27.
Watch one of the lessons and consider the following question.
Now view the pupil interviews.
Before going on to watch one of the Year 7 lessons, which are also based on thetransition unit, think about the following questions.
Task 3
DVD sequence 3: Curriculum continuity in mathematics – Year 7
Now watch one of the clips showing Year 7 lessons and pupil interviews from thesecond section – featuring Netherhall Specialist Sports College or Hackney Free andParochial Church of England School.
● Given what the pupils have shown they can do in Year 6, what features of a Year7 lesson would you expect to see that provides:• curriculum continuity?• an increased level of challenge?
● What do the pupil interviews reveal about ways of achieving curriculum continuity?
● What specific mathematical skills and abilities do pupils demonstrate?
Look for examples of:• all pupils having access to the activity;• pupils making appropriate choices about which resources to use;• pupils’ confidence in discussing the number problems;• different approaches to solving problems.
Curriculum Continuity24
Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Netherhall Specialist Sports College
● Netherhall is a rural school in an area of high social deprivation with 875 pupils on roll.● 20% of pupils are eligible for free school meals.● Year 7 pupils come mainly from seven partner primary schools.● The Year 7 class is in the upper band; 90% of pupils attaining level 4 or above in the
Key Stage 2 National Curriculum test for mathematics.
Pete is teaching lesson 3 from the Year 7 transition unit. The DVD sequence does notshow the oral and mental starter. The lesson focuses on the different calculationmethods that Year 7 pupils use. Spend a few minutes reading through Pete’s annotatedlesson plan on page 28.
Hackney Free and Parochial Church of England School
● Hackney Free and Parochial is an urban school with 746 pupils on roll.● 50% of pupils are eligible for free school meals.● Year 7 pupils come from 26 partner primary schools.● The Year 7 class is the fourth set out of six, 60% of pupils attaining level 4 or above
in the Key Stage 2 National Curriculum test for mathematics.
Martens is teaching lesson 4 from the Year 7 transition unit. The lesson focuses onsolving word problems in the context of number and on using a calculator effectively.Spend a few minutes reading through Martens’ annotated lesson plan on page 29.
Watch the lesson and consider the following questions.
Now watch the pupil interviews.
Task 4
Complete the following task to review both lessons and draw some conclusions aboutpedagogical continuity and progression.
● What do the pupil interviews reveal about ways of achieving curriculum continuity?
● What evidence is there of pupils building on their experience of the work carriedout in the Year 6 transition unit?
Look for examples of:• explaining their mathematics;• identifying which problems they can tackle confidently;• demonstrating discussion and groupwork skills;• showing confidence and increased sophistication in their approaches to
tackling mathematics questions.
Curriculum Continuity 25
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Task 5
Decide on one key action you can take to improve curriculum continuity and one keyaction for pedagogical continuity in mathematics and record these in the department’saction plan.
Using this section as a discussion session in adepartmental meeting
You will need:
● DVD sequence 3: Curriculum continuity in mathematics – Year 6 and Year 7lessons and pupil interviews.
● Copies of the Curriculum continuity in mathematics section of this booklet – atleast one copy between two people.
1. Use the Introduction to this booklet as the basis for a (5 minutes)brief outline of the main issues facing secondary schools in general, and mathematics departments in particular, over transfer and ensuring curriculum continuity.
2. Introduce colleagues to the definition of ‘curriculum (5 minutes)continuity’ used in this booklet. Invite brief, focused discussion using the question in task 1.
3. Use the DVD and work through task 2, task 3 and (55 minutes)task 4. You can save time and ensure that you gain a variety of viewpoints by allocating different aspects of the tasks to different people.
4. Conclude with task 5, a brief action-planning discussion, (10 minutes)and determine two key actions the department will take as a result. To enable whole-school coordination, relay these planned actions to the member of the senior leadership team responsible for transfer.
1. Note key features of the teaching and learning that ensure that these pupilsexperience the pace and style of previous lessons in the subject. Select from:• use of objectives;• use of structured lessons;• use of resources;• use of teacher and pupil modelling;• questioning;• assessment for learning.
2. Identify aspects of the teaching in the Year 7 lesson that are designed tochallenge the pupils and rapidly take them forward. In other words, what isdifferent about the pupils’ experience of mathematics in Year 7 that will createenthusiasm for them as they start on their secondary experience?
75 minutes
Curriculum Continuity26
Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Ora
l and
men
tal
Ob
ject
ives
,vo
cab
ular
y an
dre
sour
ces
Ob
ject
ives
• R
ecog
nise
and
ext
end
num
ber
seq
uenc
es•
Rec
ogni
se m
ultip
les
upto
10 ×
10
Voca
bul
ary
mul
tiple
s
Wh
at’
s m
y r
ule
? U
se V
enn
dia
gra
m.
Ca
npu
pils
ad
dn
um
bers
to
the
dia
gra
m?
Pa
irs,
sti
ckie
s,th
ink
ing
tim
e.F
izz
buz
z(q
uic
k r
oun
d).
Sim
ple
ones
e.g
.3
, 6
, 5
, 9
, 1
0,
etc.
Writ
e on
the
boa
rd:
3
5
Qui
ckly
rehe
arse
the
mul
tiplic
atio
n ta
ble
sfo
r 3 a
nd 5
with
the
who
le c
lass
.
Div
ide
the
clas
s in
to tw
o gr
oup
s. S
et o
negr
oup
to c
ount
in 3
s, th
e ot
her t
o co
unt i
n5s
to g
ener
ate
the
seq
uenc
e:3,
5, 6
, 9, 1
0, 1
2, 1
5, …
Est
ablis
h th
at o
nly
mul
tiple
s of
3 o
r 5 (o
rb
oth)
can
be
in th
e se
que
nce.
Dra
w o
n th
e b
oard
:In
trod
uce
co
ins
an
d m
y k
ing
dom
Ask
the
child
ren
to im
agin
e th
at, a
s fr
omto
day
, the
Gov
ernm
ent h
as d
ecid
ed it
will
issu
e on
ly 3
p a
nd 5
p c
oins
.
Qui
ckly
col
lect
resp
onse
s an
d re
cord
on
the
boa
rd.
Est
ablis
h th
at 4
p c
anno
t be
mad
e.
Q:D
oes
this
mea
n w
e co
uld
no
t buy
anyt
hing
that
co
sts
4p?
Q:C
an y
ou
mak
e 4p
?
Q:W
hat s
ums
of m
one
y ca
n w
e m
ake
usin
g o
nly
3p a
nd 5
p c
oin
s?
Q:
Wha
t num
ber
s d
o n
ot a
pp
ear
inth
e se
que
nce?
Why
?
Q:
Wha
t num
ber
s ap
pea
r in
the
3 an
dth
e 5
tim
es ta
ble
s?
Ob
ject
ives
•Id
entif
y an
d u
se a
pp
rop
riate
oper
atio
ns (i
nclu
din
g co
mb
inat
ions
of o
per
atio
ns) t
o so
lve
pro
ble
ms
invo
lvin
g nu
mb
ers
and
qua
ntiti
es,
and
exp
lain
met
hod
s an
dre
ason
ing.
Use
TA
to
illu
stra
teu
sin
g c
ha
ng
e.
Pa
irs
to d
iscu
ss a
nd
re
cord
on
wh
iteb
oard
.O
ffer
coi
ns
for
som
e pu
pils
.
Thu
mbs
up/
thu
mbs
dow
n.
Tell
the
child
ren
that
you
wan
t the
m to
thin
k ab
out h
ow th
ey c
ould
pay
for
good
s if
they
cou
ld o
nly
use
3p a
nd
5p c
oins
.
Est
ablis
h th
at y
ou c
ould
giv
e 5p
and
get
3p c
hang
e.
Rec
ord
as:
=2p
Col
lect
and
com
par
e an
swer
s.
8×
+=
29p
7×
2×
=29
p
Agr
ee o
n:
4×
3
+3×
3
=29
p
Col
lect
and
com
par
e an
swer
s. E
nsur
eth
at th
e ch
ildre
n un
der
stan
d th
e na
ture
of th
is p
rob
lem
. Poi
nt o
ut th
at 4
9p is
20p
mor
e th
an 2
9p a
nd th
at o
ne w
ay o
fso
lvin
g th
is p
rob
lem
is to
bui
ld o
n th
ean
swer
from
the
pre
viou
s q
uest
ion.
Q:H
ow
wo
uld
yo
u p
ay fo
r a
49p
can
o
f co
la?
Q:W
hat m
etho
d o
f pay
men
t in
volv
es fe
wes
t co
ins
chan
gin
gha
nds?
Q:H
ow
co
uld
yo
u p
ay fo
r an
item
cost
ing
29p
?
Q:H
ow
co
uld
yo
u p
ay fo
r a
2p
swee
t?
Ask
chi
ldre
n, in
pai
rs, t
o ex
plo
re
how
they
wou
ld p
ay fo
r goo
ds
cost
ing
diff
eren
t am
ount
s an
d to
look
for
pat
tern
s.
Sto
p th
e cl
ass
and
dis
cuss
thei
rob
serv
atio
ns. D
raw
out
that
they
are
usin
g an
d c
omb
inin
g m
ultip
les
of 3
p
and
5p
.
Writ
e th
e fo
llow
ing
stat
emen
t on
the
boa
rd.
‘Usi
ng o
nly
3p a
nd 5
p c
oin
s, y
ou
can
pay
for
go
od
s o
f any
pri
ce.’
Ask
chi
ldre
n w
heth
er th
ey th
ink
this
istr
ue o
r fal
se.
Let t
he c
hild
ren
wor
k in
pai
rs to
exp
lore
the
stat
emen
t.
Sto
p th
e cl
ass
and
ask
the
child
ren
whe
ther
they
hav
e ch
ange
d th
eir v
iew
san
d, i
f so,
why
.
Writ
e, in
a c
olum
n, o
n th
e b
oard
:1p
, 2p
, 3p
, 4p
, 5p
, 6p
, 7p
, 8p
, 9p
, 10p
.
Sw
eets
cos
tin
g t
hes
ea
mou
nts
.
Fill
in th
e ob
viou
s am
ount
s, s
uch
as 3
p,
5p, 6
p, 9
p a
nd 1
0p, a
nd 2
p fr
om e
arlie
r.
Let t
he c
hild
ren
wor
k on
the
rem
aini
ngam
ount
s.
Invi
te c
hild
ren
to w
rite
thei
r ans
wer
s on
the
boa
rd.
Ens
ure
that
eac
h am
ount
has
an
answ
er.
Q:W
hich
of t
hese
am
oun
ts c
an y
ou
pay
usi
ng o
nly
3p a
nd 5
p c
oin
s?
Est
ablis
h th
at o
nly
5p c
oins
will
be
need
ed.
Mu
ltip
les
of 5
.
Exp
lain
that
£4.
67 is
eq
uiva
lent
to40
0p +
60p
+ 7
p.
Say
that
we
can
pay
the
400p
and
60p
with
just
5p
coi
ns.
Try
oth
er a
mou
nts
.
Ret
urn
to th
e lis
t on
the
boa
rd, t
o es
tab
lish
that
the
7p c
ould
be
pai
d b
y gi
ving
10p
(2×
5p) a
nd re
ceiv
ing
a 3p
coi
n in
cha
nge.
Ask
the
child
ren
to th
ink
how
they
mig
htco
nvin
ce s
omeo
ne th
at y
ou c
an p
ay fo
rgo
ods
of a
ny p
rice
usin
g on
ly 3
p an
d 5p
coi
ns.
Col
lect
thei
r rea
sons
and
exp
lain
that
com
mun
icat
ing
and
reas
onin
g ar
e im
por
tant
skill
s in
mat
hem
atic
s.
Pra
ctis
e w
riti
ng
sen
ten
ceon
wh
iteb
oard
.
Ho
mew
ork
Ask
the
child
ren
to d
ecid
e w
heth
er 7
p a
nd10
p c
oins
wou
ld w
ork
and
to p
rep
are
aco
nvin
cing
arg
umen
t for
the
next
less
on.
Ass
essm
ent
Q:
Wha
t oth
er p
airs
of c
oin
s co
uld
the
Go
vern
men
t in
tro
duc
e? W
hat a
bo
ut7p
and
10p
?
Q:
Ho
w c
oul
d w
e p
ay th
e 7p
?
Q:
Ho
w c
an w
e p
ay a
bill
of £
4.67
?
Ob
ject
ives
, vo
cab
ular
y an
d re
sour
ces
Teac
hing
act
ivit
ies
Teac
hing
act
ivit
ies
and
asse
ssm
ent
Mai
n te
achi
ngP
lena
ry a
nd h
om
ewo
rk
Teac
hing
act
ivit
ies
5p3p
3p5p
5p3p
5p3p
3p5p
Use
tra
nsi
tion
boo
ks.
TAs
gro
up
copy
of
3x
an
d 5
x ta
ble.
Ext
ensi
on q
ues
tion
s on
ta
ble.
Exp
lain
to th
e ch
ildre
n th
at, d
urin
g th
ew
eek,
they
will
be
com
ple
ting
‘My
Mat
hem
atic
s’ s
elf-
asse
ssm
ent s
heet
s th
atth
ey w
ill ta
ke to
thei
r se
cond
ary
scho
ol.
Q:C
an w
e p
ay fo
r g
oo
ds
cost
ing
10p
,20
p, 1
00p
, 200
p…
?
Day
1 C
alc
ula
tion a
nd p
roble
m s
olv
ing
Handout
MA
1A
Curriculum Continuity 27
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Pre
sent
the
follo
win
g p
rob
lem
.Ja
ne h
as a
sq
uare
cak
e an
d w
ants
to s
hare
iteq
ually
am
ong
thre
e ch
ildre
n. J
ane
likes
squa
res
and
dec
ides
that
all
the
pie
ces
giv
ento
the
thre
e ch
ildre
n w
ill b
e sq
uare
.
Dis
cuss
chi
ldre
n’s
sugg
estio
ns a
nd s
olut
ions
.
Agr
ee th
at c
uttin
g in
to fo
ur s
qua
res
ensu
res
that
eac
h ch
ild c
ould
rece
ive
the
larg
est s
qua
rep
iece
and
that
ther
e w
ould
be
one
squa
re p
iece
left
ove
r. S
how
OH
T 2
and
say
that
the
area
of
the
cake
is 3
24 c
m2 .
Est
ablis
h th
at th
e re
quire
d ca
lcul
atio
n is
324
÷4.
Ask
the
child
ren
to d
o th
e sh
ort d
ivis
ion
toco
nfirm
that
the
area
of e
ach
squa
re is
81
cm2 .
Rem
ind
the
child
ren
that
the
area
is fo
und
by
mul
tiply
ing
the
leng
th b
y th
e b
read
th. S
ince
the
cake
is s
qua
re, t
he le
ngth
and
bre
adth
of t
heca
ke w
ill b
e th
e sa
me.
Exp
lore
diff
eren
t way
s of
find
ing
the
dim
ensi
ons
of th
e ca
ke. C
onfir
m th
at th
e ca
ke is
18
cm b
y18
cm
. Agr
ee th
at th
e d
imen
sion
s of
eac
h p
iece
of c
ake
are
9 cm
by
9 cm
so
the
area
of e
ach
pie
ce is
81
cm2 .
TA t
o su
ppor
t g
rou
p of
pu
pils
.
Q:
Ho
w c
an w
e fin
d a
num
ber
that
,m
ulti
plie
d b
y it
self,
giv
es 3
24?
Q:
Is th
ere
ano
ther
way
we
coul
d fi
nd th
ear
ea o
f one
of t
he s
qua
res?
Q:
Ho
w c
an w
e w
ork
out
the
area
of e
ach
pie
ce o
f cak
e th
e ch
ildre
n w
oul
d g
et if
they
wer
e g
iven
one
of t
he s
qua
res?
Q:
Ho
w s
houl
d J
ane
cut t
he c
ake
so th
atea
ch c
hild
get
s th
e b
igg
est s
qua
rep
oss
ible
?
Q:
Ho
w c
oul
d J
ane
giv
e ea
ch o
f the
thre
ech
ildre
n a
squa
re p
iece
of c
ake?
Ora
l and
men
tal
Ob
ject
ives
, vo
cab
ular
y an
dre
sour
ces
Ob
ject
ives
• C
arry
out
sho
rt d
ivis
ion
of n
umb
ers
• U
se te
sts
of d
ivis
ibili
ty
Res
our
ces
OH
P c
alcu
lato
r
Voca
bul
ary
exac
t re
mai
nder
Rem
ind
th
em o
fM
s d
e P
alm
a’s
tric
ks.
Tak
e re
spon
ses
qu
ick
ly.
Use
book
lets
to
reco
rdw
ork
ing
ou
t.
Rem
ain
der
s or
dec
ima
ls?
Inve
rse
oper
ati
on.
TIM
ING
Writ
e on
the
boa
rd:
A16
8 ÷
2B
168
÷6
C16
8 ÷
4D
168
÷3
E16
8 ÷
5F
168
÷10
G16
8 ÷
8H
168
÷9
Ask
the
child
ren
to w
ork
in p
airs
to d
ecid
ew
hich
cal
cula
tions
:■
they
can
do
men
tally
or w
ith jo
ttin
gs■
req
uire
a w
ritte
n m
etho
d.
Dis
cuss
thei
r res
pon
ses
and
ens
ure
that
child
ren
can
carr
y ou
t at l
east
A, C
and
Fm
enta
lly.
Rem
ind
the
child
ren
of th
e te
sts
ofd
ivis
ibili
ty a
nd d
iscu
ss h
ow th
ey c
an b
eus
ed to
est
ablis
h if
each
div
isio
n is
exa
ct.
A:
Yes
– 16
8 is
eve
n
B:
Yes
– th
e d
igits
1, 6
and
8 s
um to
15
(a m
ultip
le o
f 3) a
nd 1
68 is
eve
n
C:
Yes
– th
e la
st tw
o d
igits
are
div
isib
leb
y 4
D:
Yes
– th
e d
igits
1, 6
and
8 s
um to
15
(a m
ultip
le o
f 3)
E:
No
– 16
8 d
oes
not e
nd in
zer
o or
5
F:N
o –
168
doe
s no
t end
in z
ero
G:
Yes
– re
pea
ted
hal
ving
will
sho
w th
is
H:
No
– th
e su
m o
f the
dig
its 1
5 is
not
div
isib
le b
y 9
Let t
he c
hild
ren
wor
k in
pai
rs, u
sing
aw
ritte
n m
etho
d, o
r men
tal,
if ap
pro
pria
te,
to w
ork
out B
, D, E
, G a
nd H
, giv
ing
any
rem
aind
ers
that
occ
ur. U
se a
n O
HP
calc
ulat
or to
con
firm
ans
wer
s, in
terp
retin
gth
e d
isp
lay
care
fully
. Che
ck a
ll an
swer
sw
ith a
mul
tiplic
atio
n, e
xpla
inin
g ho
w to
dea
l with
the
rem
aind
ers.
Ob
ject
ives
• C
arry
out
sho
rt m
ultip
licat
ion
and
div
isio
n of
num
ber
sin
volv
ing
dec
imal
s•
Car
ry o
ut m
ultip
licat
ion
of
a tw
o-d
igit
num
ber
by
a tw
o-d
igit
num
ber
Voca
bul
ary
dim
ensi
ons
Res
our
ces
OH
T 2
OH
T 3
‘My
Mat
hem
atic
s’ S
elf-
asse
ssm
ent s
heet
1C
lass
set
of c
alcu
lato
rs
Ms
Thom
pson
ha
sba
ked
a c
ak
e.S
qu
are
s n
ot t
hir
ds.
Dra
w s
qu
are
s on
IWB
.
Rem
ind
abo
ut
squ
are
root
s –
are
a b
etw
een
10
0 a
nd
40
0,
so m
ust
be b
etw
een
10
an
d 2
0cm
.
Jane
has
dec
ided
to ta
ke th
e re
mai
ning
pie
ce o
f cak
e an
d c
ut it
into
sq
uare
s to
giv
eth
e th
ree
child
ren.
On
OH
T 2,
dem
onst
rate
how
the
rem
aini
ngsq
uare
is c
ut in
to fo
ur s
mal
ler s
qua
res.
Est
ablis
h th
at th
e ca
lcul
atio
n is
81
÷4.
A
sk th
e ch
ildre
n to
do
the
shor
t div
isio
n to
conf
irm th
at th
e ar
ea o
f eac
h p
iece
is 2
0.25
cm
2 .A
gree
that
the
dim
ensi
ons
of th
e sm
alle
rsq
uare
s ar
e 4.
5 cm
by
4.5
cm a
nd a
sk th
ech
ildre
n to
car
ry o
ut a
mul
tiplic
atio
n to
con
firm
that
the
area
of e
ach
smal
l sq
uare
is 2
0.25
cm
2 .
Ask
the
child
ren
to a
dd
the
area
of t
he tw
osq
uare
s.81
+20
.25
=10
1.25
cm
2
Exp
lain
that
Jan
e ke
eps
div
idin
g th
e re
mai
ning
squa
re in
to fo
ur s
mal
ler s
qua
res,
and
giv
ing
out
thre
e sq
uare
s.S
how
OH
T 3.
Exp
lain
that
this
tab
le s
how
s th
eca
lcul
atio
ns fo
r the
firs
t and
sec
ond
cut
s.G
ive
out c
alcu
lato
rs. A
sk th
e ch
ildre
n to
wor
kou
t the
cal
cula
tion
for t
he th
ird c
ut, u
sing
aca
lcul
ator
. Col
lect
ans
wer
s an
d re
cord
on
OH
T 3.
Rep
eat f
or th
e fo
urth
and
fift
h cu
ts.
Dis
cuss
chi
ldre
n’s
resp
onse
s an
d e
xplo
re th
eid
ea o
f inf
inity
and
con
verg
ence
.
Use
OH
T 3
to
reco
rd o
n.
Kee
p w
ork
foc
use
d o
n c
onte
xt
of c
ak
e.
Q:
Ho
w m
any
row
s d
o y
ou
thin
k th
ere
will
be
in th
is ta
ble
?
Q:
Ho
w m
uch
cake
will
eac
h ch
ild h
ave
alto
get
her
now
?
Q:
Wha
t will
be
the
area
of e
ach
of t
hesm
alle
r sq
uare
s?
Q:
Ho
w w
ill th
e re
mai
ning
sq
uare
pie
ce o
fca
ke b
e cu
t int
o fo
ur s
qua
res?
Ob
ject
ives
, vo
cab
ular
yan
d re
sour
ces
Teac
hing
act
ivit
ies
Teac
hing
act
ivit
ies
and
asse
ssm
ent
Mai
n te
achi
ngP
lena
ry
Teac
hing
act
ivit
ies
Est
ablis
h th
at e
vent
ually
ther
e w
ill b
eno
cak
e le
ft s
o al
l of t
he c
ake
will
hav
ebe
en s
hare
d am
ong
the
thre
e ch
ildre
n.
Ask
the
child
ren
to c
arry
out
the
calc
ulat
ion
324
÷3.
Rec
ord
the
answ
er o
n O
HT
3.
Com
par
e th
is a
nsw
er o
f 108
cm
2
with
the
answ
er fo
llow
ing
the
four
than
d fi
fth
cuts
to c
onfir
m th
at a
fter
fiv
e cu
ts th
ere
is v
ery
little
of t
he
cake
left
to b
e sh
ared
. Col
lect
in th
eca
lcul
ator
s.
Ass
essm
ent
Wor
k w
ill
go
to Y
ear
7te
ach
er.
No
hom
ewor
k t
oda
y.
Ask
the
child
ren
to ta
ke o
ut th
eir
‘My
Mat
hem
atic
s’ S
elf-
asse
ssm
ent
shee
t 1 a
nd to
wor
k on
the
third
mul
tiplic
atio
n q
uest
ion
(mul
tiply
34.8
by
2, 4
, 6, 7
or 9
) and
the
div
isio
n q
uest
ion
(£31
.68
÷2,
4, 6
or 8
). R
emin
d th
em th
at th
eir c
hoic
eof
num
ber
sho
uld
sho
w h
ow w
ell
they
can
per
form
eac
h ca
lcul
atio
n.G
ive
out a
nsw
ers
and
dis
cuss
.
Say
, ‘To
mor
row
we
shal
l be
look
ing
at th
e 3p
and
the
5p p
rob
lem
.’R
emin
d th
e ch
ildre
n ab
out t
he w
ork
that
they
did
on
Day
1 a
nd h
ow th
eyth
ough
t ab
out t
heir
reas
ons
for t
hean
swer
s th
ey g
ave.
Tel
l the
m th
atth
ey w
ill h
ave
the
chan
ce to
look
at
the
que
stio
n to
mor
row
but
they
shou
ld re
fer b
ack
to th
eir w
ork
onth
e p
rob
lem
for h
omew
ork.
Q:I
s th
ere
a w
ay th
at w
e ca
nca
lcul
ate
the
tota
l are
a o
f cak
efo
r ea
ch c
hild
by
loo
king
at t
hep
rob
lem
ano
ther
way
?
Kee
p pu
pils
in
mix
ed-a
bili
ty p
air
s, t
arg
et E
, E
, K
an
d G
Day
4 C
alc
ula
tion a
nd p
roble
m s
olv
ing
Handout
MA
2A
Curriculum Continuity28
Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Ora
l and
men
tal
Ob
ject
ives
•
Und
erst
and
and
use
dec
imal
not
atio
n an
dp
lace
val
ue.
• C
onso
lidat
e th
e ra
pid
reca
ll of
num
ber
fact
s,in
clud
ing
pos
itive
inte
ger c
omp
lem
ents
to10
0 an
d m
ultip
licat
ion
fact
s to
10
×10
, and
qui
ckly
der
ive
asso
ciat
ed d
ivis
ion
fact
s.Fr
amew
ork
exam
ple
s p
p 8
8, 9
6
Targ
et n
umb
ers
Pra
ctis
e m
enta
l cal
cula
tion
skill
s an
d re
call
ofnu
mb
er fa
cts
usin
g a
targ
et n
umb
er g
rid, e
.g.
OH
T 1.
Ask
que
stio
ns s
uch
as:
• W
hat i
s th
e co
mp
lem
ent t
o 10
0 of
this
num
ber
?
• W
hat i
s th
is n
umb
er m
ultip
lied
by
100?
• W
hat i
s th
e su
m o
f the
se tw
o nu
mb
ers?
• W
hat i
s th
is n
umb
er d
ivid
ed b
y 4?
• W
hich
two
num
ber
s ad
d to
mak
e 10
?
• W
hat i
s d
oub
le th
is n
umb
er?
• W
hat i
s th
is n
umb
er m
ultip
lied
by
70?
Eq
uiva
lent
pro
duc
tsU
se O
HT
2 E
qui
vale
nt p
rod
ucts
or w
rite
6.2
×10
0
in th
e m
idd
le o
f the
boa
rd.
Invi
te p
upils
to g
ive
equi
vale
nt p
rod
ucts
, for
exam
ple
:
62 ×
10, 3
.1×
200,
62
000
×0.
01,…
Qu
ick
sta
rter
, lo
ts o
f ti
me
nee
ded
for
expl
an
ati
on i
n m
ain
pa
rt.
Use
‘T
wen
ty q
ues
tion
s’ t
oid
enti
fy n
um
ber
– m
ult
iple
s,fa
ctor
s.
Ob
ject
ives
•
Use
sta
ndar
d c
olum
n p
roce
dur
es to
ad
dan
d s
ubtr
act w
hole
num
ber
s an
d d
ecim
als
with
up
to tw
o d
ecim
al p
lace
s.•
Mul
tiply
and
div
ide
thre
e-d
igit
by
two-
dig
itw
hole
num
ber
s; e
xten
d to
mul
tiply
ing
and
div
idin
g d
ecim
al w
ith o
ne o
r tw
o p
lace
s b
ysi
ngle
-dig
it w
hole
num
ber
s.Fr
amew
ork
exam
ple
s p
p 4
8, 1
04, 1
06
Cal
cula
tio
n m
etho
ds
Em
pha
sise
the
imp
orta
nce
of b
eing
ab
le to
calc
ulat
e m
enta
lly a
nd to
use
effi
cien
t writ
ten
calc
ulat
ion
met
hod
s. A
ckno
wle
dge
that
you
know
the
sort
s of
cal
cula
tions
they
can
alre
ady
do
from
thei
r tea
cher
s’ a
sses
smen
tsan
d fr
om th
e p
upils
’ ow
n se
lf-as
sess
men
tsfr
om Y
ear 6
, but
you
wou
ld li
ke to
find
out
mor
e ab
out t
he m
etho
ds
they
use
.
Ask
one
or t
wo
pup
ils to
mod
el e
xam
ple
s of
calc
ulat
ion
met
hod
s th
ey c
an u
se. A
sk th
emto
exp
lain
how
they
wou
ld e
stim
ate
and
che
ckth
eir a
nsw
ers.
Not
e: B
y th
e ag
e of
11,
pup
ils a
re e
xpec
ted
tous
e a
form
al w
ritte
n m
etho
d fo
r cal
cula
tions
such
as
460
×23
7 or
23
×17
. The
mos
tco
mm
on m
etho
ds
exp
ecte
d o
f 11-
year
-old
sar
e co
lum
n ad
diti
on a
nd s
ubtr
actio
n, lo
ngm
ultip
licat
ion
or ‘g
rid’ m
ultip
licat
ion,
sho
rtd
ivis
ion
or ‘c
hunk
ing’
. See
Fra
mew
ork
exam
ple
s p
p 1
04, 1
06.
Dis
trib
ute
Res
ourc
e sh
eet 2
Cal
cula
tions
and
ask
pup
ils to
wor
k th
roug
h th
e ex
amp
les,
mak
ing
a d
ecis
ion
for e
ach
one
whe
ther
they
wou
ld d
o it:
■m
enta
lly (w
ith o
r with
out j
ottin
gs)
■us
ing
a fo
rmal
writ
ten
met
hod
.
Ref
er t
o Y
ear
6 b
ook
s.
Do
calc
ula
tion
s on
pa
per
tha
t ca
n b
e u
sed
as
dis
pla
y l
ate
r.
W
ork
in
pa
irs.
ES
TIM
AT
E A
ND
CH
EC
K
Em
pha
sise
that
you
are
par
ticul
arly
inte
rest
edin
how
they
cal
cula
te, n
ot ju
st th
e ac
cura
cy o
fth
eir a
nsw
ers.
You
are
als
o ke
en to
kno
w h
owth
ey e
stim
ate
wha
t mig
ht b
e a
reas
onab
lean
swer
and
how
they
che
ck th
eir a
nsw
ers
afte
r the
y d
o th
e ca
lcul
atio
n.
Circ
ulat
e to
ob
serv
e an
d n
ote
the
diff
eren
tca
lcul
atio
n st
rate
gies
bei
ng u
sed
. Use
the
asse
ssm
ents
you
hav
e re
ceiv
ed fr
om Y
ear 6
top
rob
e p
upils
’ und
erst
and
ing
and
to h
elp
them
exte
nd a
nd re
fine
thei
r str
ateg
ies.
Whe
n p
upils
hav
e co
mp
lete
d a
ll th
e q
uest
ions
they
can
tack
le, s
ay th
at y
ou w
ould
like
them
to h
elp
you
iden
tify
erro
rs p
upils
hav
e m
ade
inth
e p
ast.
Giv
e ou
t Res
ourc
e sh
eet 3
Err
ors
inca
lcul
atio
nsan
d a
sk th
em to
wor
k in
pai
rs to
estim
ate
an a
nsw
er fo
r eac
h ca
lcul
atio
n, to
iden
tify
wha
t has
gon
e w
rong
in e
ach
exam
ple
and
to c
orre
ct th
e ca
lcul
atio
n.
Sh
ow a
dd
itio
n,
sub
tra
ctio
na
nd
mu
ltip
lica
tion
. C
hec
kvo
cabu
lary
.
Wh
at
rule
s d
o w
e n
eed
?
Sup
po
rtS
elec
t som
e m
ore
sim
ple
exa
mp
les,
initi
ally
with
who
le n
umb
ers,
from
Sp
ringb
oard
7,U
nit 2
(sec
tions
4, 5
)an
d U
nit 6
(sec
tions
5, 6
).
Ext
ensi
on
Giv
e ex
amp
les
invo
lvin
gm
ultip
licat
ion
and
div
isio
n b
ynu
mb
ers
with
up
to tw
o p
lace
s of
dec
imal
s.
Ext
ensi
on q
ues
tion
s –
D,
So,
L,
Sa
?
Su
ppor
t q
ues
tion
s –
C,
Ch
, S
, K
?
Use
nex
t le
sson
– n
oh
omew
ork
.
Mai
n te
achi
ngN
ote
sP
lena
ry a
nd h
om
ewo
rk
Cu
t u
p in
to c
ard
s fo
r pu
pils
to
sort
in
to c
ate
gor
ies.
Wor
k i
n p
air
s a
nd
dis
cuss
.U
se l
arg
e ca
rds
to s
ort
onto
boa
rd.
Ple
nary
Rev
iew
the
erro
rs p
upils
hav
e id
entif
ied
and
est
ablis
h im
por
tant
poi
nts
for t
hem
to
rem
emb
er w
hen
doi
ng c
alcu
latio
ns.
Thes
e co
uld
be
writ
ten
on a
she
et o
f su
gar p
aper
so
that
they
can
be
refe
rred
toat
a la
ter s
tage
.
Exp
lain
that
, in
the
next
less
on, t
hey
will
be
look
ing
at s
ome
wor
d p
rob
lem
s th
atin
volv
e ca
lcul
atio
ns.
Writ
e th
e fo
llow
ing
wor
d p
rob
lem
on
the
boa
rd a
nd a
sk p
upils
to th
ink
abou
t how
they
wou
ld ta
ckle
it:
Mod
el a
sen
sib
le w
ay to
ap
pro
ach
the
pro
ble
m, f
or e
xam
ple
:
• un
der
line
the
imp
orta
nt in
form
atio
n
• d
ecid
e w
hat o
per
atio
n(s)
is (a
re)
need
ed
• es
timat
e, d
o an
d c
heck
the
calc
ulat
ion
• w
rite
the
answ
er a
s a
sent
ence
,ch
ecki
ng th
at it
mak
es s
ense
.
Sol
ve th
e p
rob
lem
toge
ther
and
ask
p
upils
to tr
y to
use
a s
imila
r ap
pro
ach
toth
e p
rob
lem
set
for h
omew
ork.
Ho
mew
ork
Set
this
wor
d p
rob
lem
:
■A
teac
her
need
s 22
0 b
oo
klet
s.
The
bo
okl
ets
are
sold
in p
acks
of
16. H
ow
man
y p
acks
mus
t the
teac
her
ord
er?
■A
sho
p s
ells
she
ets
of s
tick
yla
bel
s. O
n ea
ch s
heet
ther
e ar
e 36
row
s an
d 1
8 co
lum
ns o
f lab
els.
Ho
w m
any
lab
els
are
ther
eal
tog
ethe
r o
n 9
shee
ts?
Less
on 3
Calc
ula
tion m
eth
ods
Handout
MA
1B
Curriculum Continuity 29
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Ora
l and
men
tal
Ob
ject
ives
• E
nter
num
ber
s in
a c
alcu
lato
r and
inte
rpre
t the
dis
pla
y in
diff
eren
t con
text
s (d
ecim
als,
mon
ey,
met
ric m
easu
res)
.•
Sol
ve w
ord
pro
ble
ms
and
inve
stig
ate
in th
e co
ntex
tof
num
ber
; com
par
e an
d e
valu
ate
solu
tions
.Fr
amew
ork
exam
ple
s p
p 2
, 108
Usi
ng a
cal
cula
tor
Put
this
cal
cula
tion
on th
e b
oard
.
Giv
e p
upils
30
seco
nds
to a
gree
, in
pai
rs, a
n es
timat
e fo
r the
ans
wer
. Tak
e so
me
feed
bac
k an
des
tab
lish
a se
nsib
le e
stim
ate.
Now
tell
pai
rs th
ey c
an u
se a
cal
cula
tor t
o fin
d th
em
issi
ng n
umb
er. G
ive
them
a c
oup
le o
f min
utes
, th
en in
vite
som
eone
to u
se a
n O
HP
cal
cula
tor t
od
emon
stra
te h
ow th
ey c
alcu
late
d th
e an
swer
.
Ask
if a
nyon
e ta
ckle
d it
in a
diff
eren
t way
. If s
o, a
skth
em to
dem
onst
rate
on
the
OH
P c
alcu
lato
r.
Ask
pup
ils h
ow th
ey w
ould
che
ck th
e an
swer
.E
stab
lish
how
this
can
be
don
e.
Inte
rpre
ting
cal
cula
tor
answ
ers
Ask
pup
ils to
cal
cula
te 1
36 ÷
32 o
n th
eir c
alcu
lato
rs.
Ask
them
to w
rite
the
answ
er o
n a
min
i whi
teb
oard
or
pie
ce o
f pap
er a
nd h
old
it u
p.
Now
pos
e th
e q
uest
ion:
Con
firm
that
the
calc
ulat
ion
is th
e sa
me
(136
÷32
).A
sk p
upils
to d
iscu
ss th
e an
swer
, in
pai
rs, a
nd to
dec
ide
how
to in
terp
ret t
he a
nsw
er d
isp
laye
d o
n th
e sc
reen
.
Est
ablis
h ho
w to
inte
rpre
t the
ans
wer
. Set
som
e ot
her
que
stio
ns, i
nvol
ving
mon
ey a
nd m
easu
res,
that
illus
trat
e th
e ne
ed to
inte
rpre
t cal
cula
tor a
nsw
ers.
■Ji
m to
ok
par
t in
a ch
arit
y cy
cle
rid
e. H
ecy
cled
136
kilo
met
res
at 3
2 ki
lom
etre
s p
erho
ur. H
ow
long
did
he
take
to c
om
ple
te th
ecy
cle
rid
e?
950.
4÷■
=49
.5
Ob
ject
ives
• U
nder
stan
d a
nd u
se d
ecim
al n
otat
ion
and
pla
ce v
alue
; mul
tiply
and
div
ide
inte
gers
and
dec
imal
s b
y 10
, 100
, 100
0, a
nd e
xpla
inth
e ef
fect
.•
Ent
er n
umb
ers
in a
cal
cula
tor a
nd in
terp
ret
the
dis
pla
y in
diff
eren
t con
text
s (d
ecim
als,
mon
ey, m
etric
mea
sure
s).
• S
olve
wor
d p
rob
lem
s an
d in
vest
igat
e in
the
cont
ext o
f num
ber
; com
par
e an
d e
valu
ate
solu
tions
.Fr
amew
ork
exam
ple
s p
p 2
, 6, 1
08
Mo
re p
rob
lem
so
lvin
gR
evie
w th
e p
rob
lem
set
for h
omew
ork:
Ask
two
or th
ree
pup
ils to
exp
lain
:
• ho
w th
ey ta
ckle
d th
e p
rob
lem
• w
hat c
alcu
latio
n th
ey d
id
• ho
w th
ey d
id th
e ca
lcul
atio
n (m
enta
lly?
form
al w
ritte
n ca
lcul
atio
n? u
sing
aca
lcul
ator
?)
• ho
w th
ey in
terp
rete
d th
e an
swer
on
the
calc
ulat
or s
cree
n.
Ask
pup
ils to
wor
k in
pai
rs o
n th
e w
ord
pro
ble
ms
on R
esou
rce
shee
t 4 P
rob
lem
s in
the
mill
ions
!
■A
teac
her
need
s 22
0 b
oo
klet
s.
The
bo
okl
ets
are
sold
in p
acks
of
16. H
ow
man
y p
acks
mus
t the
teac
her
ord
er?
Ch
eck
th
at
pupi
ls a
re c
lea
rth
at
they
nee
d t
o or
der
14
pack
s a
nd
wh
y.
Ch
oose
wh
ich
qu
esti
on t
o d
ofi
rst.
Ask
pup
ils to
read
thro
ugh
each
pro
ble
m, i
np
airs
, est
imat
e th
e an
swer
and
thin
k ab
out
how
they
mig
ht s
olve
it. E
ncou
rage
pup
ils to
jot d
own
thei
r met
hod
s of
tack
ling
the
pro
ble
m.
Aft
er a
bou
t fiv
e m
inut
es, c
heck
on
pro
gres
san
d d
iscu
ss th
e ap
pro
ache
s p
upils
are
adop
ting.
If p
ossi
ble
, dra
w o
n p
upils
’ ow
nst
rate
gies
, hig
hlig
htin
g ef
fect
ive
app
roac
hes
to ta
cklin
g th
e p
rob
lem
s.
Giv
e p
upils
tim
e to
wor
k on
som
e m
ore
exam
ple
s, e
ncou
ragi
ng th
em to
mak
ese
nsib
le u
se o
f cal
cula
tors
and
to ta
ke c
are
inin
terp
retin
g th
e ca
lcul
ator
dis
pla
y.
Wh
at
ST
RA
TE
GIE
S a
re t
hey
usi
ng
?
Sup
po
rtLi
nks
to S
prin
gboa
rd 7
, Uni
t 2(s
ectio
n 6)
, cal
cula
ting
with
mon
ey.
Ext
ensi
on
Sel
ect m
ore
dem
and
ing
pro
ble
ms
from
Fra
mew
ork
exam
ple
s p
p 3
,7,
109
.
Min
i-pl
ena
ry,
q1
, 2
or
4.
Intr
odu
ce q
3.
Mai
n te
achi
ngN
ote
sP
lena
ry a
nd h
om
ewo
rk
Ple
nary
Col
lect
ans
wer
s an
d d
iscu
ss p
upils
’ap
pro
ache
s, u
sing
the
OH
P c
alcu
lato
rto
illu
stra
te m
etho
ds.
Rou
nd o
ff th
e le
sson
by
sett
ing
two
num
ber
puz
zles
for p
upils
to s
olve
,us
ing
a ca
lcul
ator
. Ask
pup
ils fi
rst t
oes
timat
e ea
ch m
issi
ng n
umb
er, t
hen
use
a ca
lcul
ator
to w
ork
it ou
t.
Ho
mew
ork
Ask
pup
ils to
mak
e up
a s
imila
rnu
mb
er p
uzzl
e fo
r som
eone
in th
eir
clas
s to
sol
ve.
Use
min
i w
hit
eboa
rds
ag
ain
. P
upi
ls t
o ch
eck
an
swer
s u
sin
g i
nve
rses
.
■×
24.3=
400.
95
24×
16.5÷
■=
79.2
Ma
ke
lin
ks
wit
h k
now
led
ge
of d
ecim
al
an
dfr
act
ion
eq
uiv
ale
nce
s.
How
ma
ny
hou
rs i
s1
00
0 m
inu
tes?
Wor
k i
n p
air
s. U
se m
ini
wh
iteb
oard
s fo
r q
uic
k a
sses
smen
t.
Less
on 4
Solv
ing c
alc
ula
tion p
roble
ms
Handout
MA
2B
Curriculum Continuity30
Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Curriculum continuity in science
The purpose of this section is to help science teachers and departments to considerwhat more they can do to ensure curriculum continuity between the primary andsecondary curriculum, so that pupils new to secondary school get off to a flying start.The material in this section complements the work being done in other places tosupport better transfer of data and to develop pastoral support.
This section invites you to consider curriculum continuity in science by comparing Year 6 and Year 7 teaching sequences on DVD. The section can be used as adiscussion session in a departmental meeting (see page 33).
What is curriculum continuity?Recent research on transfer and transition (Galton et al, 2003) has pointed out the needfor schools to work more on curriculum continuity and to pay attention to academictransfer and ‘the specific strategies which help sustain pupils’ progress’. An outline ofthe main findings and messages from the research is included in the Appendix. You maywish to read this before working through the materials in the relevant subject section.
Curriculum continuity refers to:● knowing which topics have already been covered;● knowing what skills and understandings have been well established;● knowing the pace and style of previous lessons in the subject.
This knowledge is then used to launch pupils’ secondary education in a way that willreassure them, challenge them and take them forward rapidly.
As a minimum, it is essential that departments know which topics in science have beencovered by primary schools. Many schools have already formalised a way of collectingthis information, but if they have not, some simple failsafe methods are listed below.
1. Hold a one-hour twilight session for subject coordinators in primary schools tocome and meet the subject leader in the secondary school to audit what has beencovered and the teaching approaches used.
2. Visit a Year 6 teacher in each of the primary schools and request a copy of thescheme of work for science or a summary of it. If possible, observe or team teach a lesson.
3. Ask the Year 6 teacher to study a checklist summary of Year 7 content in scienceand alert you to any potential overlaps or other issues relating to the content. It isalso useful to know the partner primary school’s approaches to the teaching ofinvestigative work.
4. Ask the pupils to tell you which topics they have already covered.5. Ask a pupil from each partner primary school to bring in a complete set of work for
you to see.
Curriculum Continuity 31
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Task 1
Many primary schools use the QCA scheme of work for Key Stage 2. If your school isusing the QCA scheme of work for Key Stage 3 (or a modified version of it) then youshould find that the science covered in the primary school fits well with that taught inyour own school.
The DVD sequences used in this section are designed to draw attention to successfulfeatures of curriculum continuity in science. As you watch, draw out key features ofcontinuity both in terms of curriculum links and continuity in approaches to teachingand learning. Look also for features of Year 7 teaching which challenge pupils to buildon and extend their Year 6 experience.
Task 2
DVD sequence 4: Curriculum continuity in science – Year 6
Lakeside Primary School
● Lakeside is a suburban primary school in a city in the north of England with 360pupils on roll.
● 9% of pupils are eligible for free school meals.● Year 6 pupils transfer to five secondary schools, but the majority go to one school.● 93% of the Year 6 pupils attained level 4 or above in the 2003 Key Stage 2 National
Curriculum test in science.
The teacher, Sarah, is teaching a lesson towards the end of a six-hour unit in thesecond half of the summer term, jointly agreed between the primary and secondaryschool. This lesson focuses on collecting and evaluating the quality of evidence from aninvestigation into bread dough.
Watch the first section of the science sequence and consider the following question.
● What specific skills and abilities do pupils demonstrate?
Look for examples of:• scientific knowledge and understanding;• vocabulary;• investigative skills;• analysis of results.
● What liaison is already in place?
● How purposeful is it?
● Could it be used to collect some of the information mentioned above?
Questions for discussion or consideration
Curriculum Continuity32
Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Before going on to watch the Year 7 lesson think about the following questions.
Task 3
DVD sequence 4: Curriculum continuity in science – Year 7
Canon Lee School
● Canon Lee is a suburban school in a city in the north of England with 900 pupils on roll.
● 13% of pupils are eligible for free school meals.● Year 7 pupils come from eight partner primary schools.● 62% of the Year 7 class attained level 4 or above in the 2003 Key Stage 2 National
Curriculum test in science.
Spend a few minutes reading through the teacher’s plan for the lesson (on page 34).
Now watch the Year 7 lesson and consider the following questions.
Task 4
Decide on one key action you can take to improve curriculum continuity and one keyaction point for pedagogical continuity in science and record these in the department’saction plan.
● What evidence is there of pupils building on their experience of the work carriedout in Year 6?
Look for examples of:• how the teacher builds on what the pupils can already do;• continuity with Year 6 teaching.
The following checklist may be helpful:• planning the investigation;• organisation of practical work;• development of practical skills;• language and vocabulary;• handling of results;• understanding of reliability of evidence;• numeracy skills.
● Given what the pupils have shown they can do in Year 6, what features of a Year 7 lesson would you expect to see that provides:• curriculum continuity?• an increased level of challenge?
Curriculum Continuity 33
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Using this section as a discussion session in adepartmental meeting
You will need:
● DVD sequence 4: Curriculum continuity in science – Year 6 and Year 7 lessons.
● Copies of the Curriculum continuity in science section of this booklet – at leastone copy between two people.
1. Use the Introduction to this booklet as the basis for a brief (5 minutes)outline of the main issues facing secondary schools in general, and the science department in particular, over transfer and ensuring curriculum and pedagogical continuity.
2. Introduce colleagues to the definition of ‘curriculum (10 minutes)continuity’ used in this booklet. Invite brief, focused discussion using the question in task 1.
3. Use the DVD and work through task 2 and task 3. (50 minutes)You can save time and ensure that you gain a variety ofviewpoints by allocating different aspects of the tasksto different people.
4. Conclude with task 4, a brief action-planning discussion, (10 minutes)and determine two key actions the department will take as a result. To enable whole-school coordination, relay these planned actions to the member of the senior leadershipteam responsible for transfer.
75 minutes
Curriculum Continuity34
Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Unit: Energy resources Class: Year 7
Session/context: Pupils planned the fuel investigation the previous lesson
10 mins
WALT We are learning to:
● Investigate what happens when a fuel burns
● Carry out a more complex investigation with a large set of results
● Evaluate the reliability of our results
WILF What I’m looking for: You can tell me:
● What happens to the energy when a fuel is burnt
● If your results are reliable
Lesson plan
30 mins Pupils carry out the investigation:Which is the best fuel?
Two or three groups test each fuel –measure the temperature rise of a givenvolume of water when the fuel is burnt fora fixed length of time.
Pupils record their results onto a groupresults table on the OHP.
Mai
n ac
tivity
20 mins
Sta
rter
Timing Activities Resources/Differentiation
Card sort of statements that describe theinvestigation method – pupils work in smallgroups to put these into the correct order.
Class discusses from their observations,what do we mean by: the ‘best’ fuel; thecleanest and hottest flame?
Are all the results reliable?
Can we judge which is the best fuel from our results?
Has all the energy from the flame beentransferred to the water? Or has somebeen transferred elsewhere?
Vocabulary:reliable/unreliable, evaluate,energy transfer
Sets of statements on card
Ple
nary
Curriculum Continuity 35
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Curriculum continuity in ICT
The purpose of this section is to help ICT teachers and departments to consider whatmore they can do to ensure curriculum continuity between the primary and secondarycurriculum, so that pupils new to secondary school get off to a flying start. The materialin this section complements the work being done in other places to support bettertransfer of data and to develop pastoral support.
This section invites you to consider curriculum continuity in ICT by considering videoclips of Year 6 classes and by looking at continuity between the QCA scheme of workfor ICT in Key Stage 2 and the sample teaching units in Year 7. The section can easilybe used as a discussion session in a departmental meeting (see page 38).
What is curriculum continuity?Recent research on transfer and transition (Galton et al, 2003) has pointed out the needfor schools to work more on curriculum continuity and to pay attention to academictransfer and ‘the specific strategies which help sustain pupils’ progress’. An outline ofthe main findings and messages from the research is included in the Appendix. You maywish to read this before working through the materials in the relevant subject section.
Curriculum continuity refers to:● knowing which topics have already been covered;● knowing what skills and understandings have been well established;● knowing the pace and style of previous lessons in the subject.
This knowledge is then used to launch pupils’ secondary education in a way that willreassure them, challenge them and take them forward rapidly.
As a minimum, it is essential that departments know which topics in ICT have beencovered by primary schools. Many schools have already formalised a way of collectingthis information, but if they have not, some simple failsafe methods are listed below.
1. Hold a one-hour twilight session for subject coordinators in primary schools tocome and meet the subject leader in the secondary school to audit what has beencovered and the teaching approaches used.
2. Visit a Year 6 teacher in each of the primary schools and request a copy of the schemeof work for ICT or a summary of it. If possible, observe or team teach a lesson.
3. Ask the Year 6 teacher to study a checklist summary of Year 7 content in ICT andalert you to any potential overlaps or other issues relating to the content.
4. Ask the pupils to tell you which topics they have already covered.5. Ask a pupil from each partner primary school to bring in a complete set of work for
you to see.
Curriculum Continuity36
Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Task 1
There is an effective line of progression which moves into the Framework for teachingICT: Years 7, 8 and 9 from the QCA scheme of work for ICT Key Stage 1 and Key Stage 2.Using the Framework and the sample teaching units is the single most important thingyou can do to ensure good continuity and progression across the schools.
Further helpful advice can be found in the key messages leaflet from the Year 7:Transfer and progression in ICT training.
The video sequences used in this section are drawn from this training and weredesigned to draw attention to successful features of curriculum continuity in ICT. As you watch, draw out key features of continuity both in terms of curriculum links andcontinuity in approaches to teaching and learning.
Task 2
Note: You will need to use the video from Year 7: Transfer and progression in ICTtraining (sequences 1, 2 and 4 – Year 6 lessons).
Video sequence 1, 2 and 4: Curriculum continuity in ICT – Year 6
St John’s Church of England Primary School
● St John’s is situated in a semi-rural area in the north of England and has 213 pupilson roll.
● Less than 5% of pupils are eligible for free school meals.● There are 32 pupils in the Year 6 class.
Lordsgate Township Church of England Primary School
● Lordsgate Primary School is situated in a semi-rural area in the north of England andhas 198 pupils on roll.
● 12.5% of pupils are eligible for free school meals.● There are 33 pupils in the Year 6 class.
The teachers are teaching lesson 5 from Unit 6B of the ICT scheme of work (pages 39–41)and one is also conducting the end of unit review. Spend a few minutes readingthrough Unit 6B, concentrating particularly on the part of the unit you are about to see.Also read the planned teaching sequences for both lessons on pages 42 and 43,looking particularly at the references to models and modelling.
● What liaison is already in place?
● How purposeful is it?
● Could it be used to collect some of the information mentioned above?
Questions for discussion or consideration
Curriculum Continuity 37
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Watch the lessons and consider the following questions.
Task 3
Look at the following materials.● QCA Unit 6B: Spreadsheet modelling from the ICT scheme of work for Key Stage 2
on pages 39–41. ● Sample teaching unit 7.4. This should be available in the ICT department, or it can
be downloaded from www.standards.dfes.gov.uk/keystage3/publications
In sample teaching unit 7.4, look for the points where you may have to allow for pupilswho have not used spreadsheets before, or who have had limited experience ofmodelling, to catch up.
Task 4
One of the main problems facing Year 7 teachers is the lack of knowledge beingpassed from primary schools about pupils’ ICT experience and achievement.
Identify some techniques you could use in the classroom to find out what pupils already know, understand and can do, for example:● asking pupils to complete a ‘traffic lights’ checklist of skills;● observing how proficient pupils are when manipulating the software, for example
when entering data, formulae, or using formatting;
● What are the key progression points in these two units?
Look for examples of:• revision of prior teaching and learning;• an appropriate balance of skills teaching and ICT capability;• the development of modelling techniques, for example pupils moving from
understanding to exploring, investigating, predicting and testing;• use of review points to check understanding.
● Given what the pupils have shown they can do in Year 6, what features of a Year 7 lesson, particularly in sample teaching unit 7.4, would you expect to seethat provides:• curriculum continuity?• an increased level of challenge?
● What specific ICT capability do pupils demonstrate?
Look for examples of:• use of language to describe modelling using ICT;• use of demonstration to remind pupils of prior learning and to
describe activities;• discussion and groupwork skills;• the balance between software skills and understanding of modelling.
Curriculum Continuity38
Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
● observing whether pupils can predict the effects of changing data in a spreadsheet model;
● questioning pupils about why they use a spreadsheet for modelling;● questioning pupils about their choices, for example using a formula to calculate
a total, or using a spreadsheet to answer ‘what if’ questions.
Task 5
Decide on one key action you can take to improve curriculum continuity and one forpedagogical continuity in ICT and record these in the department’s action plan.
Using this section as a discussion session in adepartmental meeting
You will need:
● Video sequences 1, 2 and 4: Curriculum continuity in ICT – Year 6 lessons.
● Copies of the ICT section of this booklet – at least one between two people.
1. Use the Introduction to this booklet and, if available, the (5 minutes)Year 7: Transfer and progression in ICT key messages leaflet as the basis for a brief outline of the main issues facingsecondary schools in general, and ICT departments in particular, over transfer and ensuring curriculum continuity.
2. Introduce colleagues to the definition of ‘curriculum (5 minutes)continuity’ used in this booklet. Invite brief, focused discussion using the question in task 1.
3. Use the video and work through task 2, task 3 and (55 minutes)task 4. You can save time and ensure that you gain a variety of viewpoints by allocating different aspects of the tasks to different people.
4. Conclude with task 5, a brief action-planning discussion, (10 minutes) and determine two key actions the department will take as a result. To enable whole-school coordination, relay these planned actions to the member of the senior leadership team responsible for transfer.
75 minutes
Curriculum Continuity 39
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Handout 1.1
Spreadsheet modelling
About the unitIn this unit children learn to use a spreadsheet to explore a mathematical model.
Children will be taught to use formulae in spreadsheets to answer ‘what if ...?’ questions. They willexplore how changes in a spreadsheet affect results and identify simple rules.
Children will apply what they have learned in this unit when exploring mathematical and scientific models.
Where the unit fits in Technical vocabulary ResourcesThis unit builds on Unit 5D ‘Introduction to spreadsheets’.
This unit assumes that children:
• can calculate total costs
• can recognise number patterns
• know the formula for the area of a rectangle.
ExpectationsAt the end of this unit
most children will: explore the effects of changing data in a spreadsheet
some children will not have made so much progress and will: use a spreadsheet to calculatetotals
some children will have progressed further and will: explore the effects of changing data in aspreadsheet; make predictions and use a spreadsheet to test them.
ICTYear 6
• spreadsheet
• cell
• formula
• calculate
• data
• model
• spreadsheet software
• a variety of receipts
QCA Unit 6B
Curriculum Continuity40
Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Handout 1.1 cont.
Lear
ning
ob
ject
ives
Po
ssib
le t
each
ing
act
ivit
ies
Lear
ning
out
com
esP
oin
ts t
o n
ote
Chi
ldre
n sh
ould
lear
n:C
hild
ren:
Set
ting
the
sce
ne
•ke
y id
ea:t
hat
mat
hem
atic
al
•R
emin
d th
e ch
ildre
n ab
out
thei
r ea
rlier
wor
k w
ith
•un
ders
tand
tha
t m
odel
s ca
n be
exp
lore
d sp
read
shee
ts a
nd d
iscu
ss m
athe
mat
ical
sp
read
shee
ts c
an b
e us
ed
usin
g a
spre
adsh
eet
inve
stig
atio
ns t
hey
have
car
ried
out.
Tell
them
to
exp
lore
mat
hem
atic
al
they
are
goi
ng t
o us
e a
spre
adsh
eet
to e
xplo
re
mod
els
a m
athe
mat
ical
pro
blem
.
Sho
rt f
ocu
sed
tas
ks
•te
chni
que
:to
iden
tify
•R
emin
d ch
ildre
n ho
w t
o en
ter
a fo
rmul
a in
to a
•
iden
tify
and
ente
r th
e C
hild
ren
who
find
the
fo
rmul
ae a
nd e
nter
the
m
spre
adsh
eet,
such
as
‘=c2
/c3’
. Ask
the
chi
ldre
n co
rrec
t fo
rmul
ae in
to c
ells
, w
ork
diffi
cult
coul
d be
in
to a
spr
eads
heet
to
iden
tify
the
form
ulae
the
y w
ould
nee
d to
m
odify
the
dat
a, m
ake
give
n a
prom
pt s
heet
en
ter
to c
alcu
late
: pr
edic
tions
of c
hang
es
show
ing
cell
refe
renc
es.
– th
e ar
ea o
f a r
ecta
ngle
and
chec
k th
em–
the
perim
eter
of a
rec
tang
le.
•A
sk t
he c
hild
ren
to s
et u
p a
spre
adsh
eet
to w
ork
out
the
area
and
per
imet
er o
f a r
ecta
ngle
. The
le
ngth
and
wid
th o
f the
rec
tang
le s
houl
d ap
pear
so
tha
t th
e va
lues
can
be
chan
ged.
•A
sk t
he c
hild
ren
to e
xplo
re w
hat
happ
ens
whe
n th
e da
ta in
the
tw
o ce
lls a
re c
hang
ed.
Mor
e ab
le c
hild
ren
coul
d t
ry m
ore
com
plex
form
ulae
suc
has
‘=2*
(10–
c2)’
to fi
ndth
e lo
wes
t va
lues
.
Curriculum Continuity 41
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Curriculum Continuity 41
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Handout 1.1 cont.
Lear
ning
ob
ject
ives
Po
ssib
le t
each
ing
act
ivit
ies
Lear
ning
out
com
esP
oin
ts t
o n
ote
Chi
ldre
n sh
ould
lear
n:C
hild
ren:
Set
ting
the
sce
ne
•te
chni
que
:to
copy
cel
ls•
Sho
w t
he c
lass
how
to
copy
form
ulae
from
one
•
copy
form
ulae
to
ce
ll to
ano
ther
. Ask
the
chi
ldre
n to
cre
ate
a se
t of
cr
eate
tab
les
of
mul
tiplic
atio
n ta
bles
suc
h as
:re
sults
num
ber
Anu
mbe
r B
num
ber
A x
num
ber
B4
14
42
8
The
spre
adsh
eet
shou
ld e
xten
d nu
mbe
r B
to
12.
Ask
the
chi
ldre
n to
inve
stig
ate
chan
ging
num
ber
A.
•te
chni
que
:to
use
a •
Sho
w t
he c
lass
how
to
crea
te g
raph
s us
ing
the
•cr
eate
gra
phs
spre
adsh
eet
to d
raw
a
spre
adsh
eet.
Ask
the
chi
ldre
n to
inve
stig
ate
grap
hsgr
aph
such
as
y=
x2 ,y
= 2
x,y
=x
+ 3
.
Inte
gra
ted
tas
k
•to
cha
nge
the
data
and
•
Ask
the
chi
ldre
n to
use
a s
prea
dshe
et m
odel
to
•cr
eate
and
use
a
form
ulae
in a
spr
eads
heet
fin
d ou
t th
e m
axim
um a
rea
that
can
be
incl
uded
in
spre
adsh
eet
to
to a
nsw
er ‘w
hat
if ...
?’a
rect
angu
lar
field
of f
ixed
per
imet
er. A
sk t
hem
to
iden
tify
an o
ptim
um
ques
tions
and
che
ck
set
up fo
rmul
ae in
a s
prea
dshe
et a
nd t
o tr
y w
hole
sh
ape
pred
ictio
ns
num
bers
for
one
side
firs
t. A
sk t
hem
to
look
at
a
grap
h of
the
are
as t
o se
e w
here
the
max
imum
po
int
is.
Chi
ldre
n m
ay g
uess
tha
t th
ean
swer
is a
squ
are,
but
the
ysh
ould
be
enco
urag
ed t
o lis
t th
eir
pred
ictio
ns u
sing
the
spr
eads
heet
mod
el.
Mor
e ab
le c
hild
ren
coul
d be
giv
en
a pe
rimet
er w
hich
pro
duce
s si
dele
ngth
s w
hich
are
not
who
lenu
mbe
rs.
Chi
ldre
n co
uld
be s
how
n ho
w t
ous
e an
d co
py a
form
ula
such
as
‘=C
3+1’
to
prod
uce
a se
cond
colu
mn
of fi
gure
s.
Curriculum Continuity42
Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Less
on
pla
n:IC
TD
ate:
Less
on 5
Cla
ss:6
Tim
e:1
hour
15
min
utes
Act
ivit
y:M
odel
ling
Res
our
ces:
1.
Less
on 5
tem
plat
e2.
pa
rty.
xls
Ob
ject
ives
/the
me
take
n fr
om
med
ium
-ter
m p
lan
Chi
ldre
n le
arn
to u
se a
sp
read
shee
t to
exp
lore
a
mat
hem
atic
al m
odel
.
Chi
ldre
n w
ill be
tau
ght
to
use
form
ulae
in s
prea
dshe
ets
to a
nsw
er ‘W
hat
if...?
’ qu
estio
ns. T
hey
will
expl
ore
how
cha
nges
in a
sp
read
shee
t af
fect
res
ults
an
d id
entif
y si
mpl
e ru
les.
Chi
ldre
n w
ill ap
ply
wha
t th
ey h
ave
lear
ned
in t
his
unit
whe
n ex
plor
ing
mat
hem
atic
al
and
scie
ntifi
c m
odel
s.
LIN
KS
QC
A U
nit
5DIn
thi
s un
it ch
ildre
n le
arn
to e
nter
num
bers
, lab
els
and
sim
ple
form
ulae
into
a
spre
adsh
eet
and
to u
se t
he d
ata
to c
alcu
late
tot
als.
C
hild
ren
will
be in
trod
uced
to
spre
adsh
eet
softw
are
and
will
expl
ore
how
ch
ange
s in
pric
e an
d qu
antit
y ca
n af
fect
tot
al c
ost.
QC
A Y
ear
7 U
nit
4D
evel
opin
g id
eas
and
mak
ing
thin
gs h
appe
n 2.
Pup
ils s
houl
d be
tau
ght:
a)to
dev
elop
and
exp
lore
info
rmat
ion,
sol
ve p
robl
ems
and
deriv
e ne
w
info
rmat
ion
for
part
icul
ar p
urpo
ses
c)ho
w t
o us
e IC
T to
tes
t pr
edic
tions
and
dis
cove
r pa
tter
ns a
nd r
elat
ions
hips
, by
expl
orin
g, e
valu
atin
g an
d de
velo
ping
mod
els
and
chan
ging
the
ir ru
les
and
valu
es
Co
ntex
t/p
ast
exp
erie
nce
Chi
ldre
n co
mpl
eted
Yea
r 7
Mod
ellin
g Q
CA
Uni
t 5A
–en
terin
g da
ta in
to c
ells
, for
mat
ting
cells
, bas
ic fo
rmul
a–
child
ren
have
use
d sp
read
shee
ts in
Yea
r 6
for
Lite
racy
and
Num
erac
y w
ork
Cro
ss-c
urri
cula
r lin
ks –
Mat
hem
atic
s K
S2
NC
Ma2
4d
Bre
adth
of
und
erst
and
ing
: 1f)
expl
orin
g an
d us
ing
a va
riety
of r
esou
rces
and
mat
eria
ls,
incl
udin
g IC
T
Ant
icip
ated
out
com
e:C
hild
ren
will
have
inve
stig
ated
a m
athe
mat
ical
prob
lem
and
use
d a
spre
adsh
eet
to a
rriv
e at
aso
lutio
n.
Key
vo
cab
ular
yS
prea
dshe
etC
ell
Form
ula
Cal
cula
teD
ata
Mod
el
Ass
essm
ent/
staf
fW
hich
chi
ldre
n ha
d un
ders
tood
? W
ho h
ad g
rasp
ed t
he t
ask?
Wha
t ar
eas
had
they
not
gra
sped
?S
elf-
asse
ssm
ent
If I d
id t
his
activ
ity a
gain
, wha
t w
ould
I ch
ange
? W
hat
wen
t w
ell?
Why
wou
ldI u
se IC
T fo
r th
is t
ask?
Traf
fic L
ight
s A
sses
smen
t
Less
on
ob
ject
ives
Chi
ldre
n w
ill be
able
to
ask
the
ques
tion
‘Wha
t if…
?
Chi
ldre
n w
ill be
able
to
use
the
info
rmat
ion
toan
swer
ques
tions
and
also
rev
iew
the
proc
ess
(2a,
2b, 4
c).
Intr
od
ucti
on
– w
hole
cla
ss
Rem
ind
the
pupi
ls o
f how
we
have
dev
elop
ed a
mod
el,
aske
d qu
estio
ns, a
nd s
olve
dpr
oble
ms
usin
g m
odel
ling.
Use
part
y.xl
s.
Sug
gest
ed q
uest
ions
:W
hat
is t
he fo
rmul
a? H
ow d
ow
e in
put
it?
Wha
t do
es t
he g
raph
tel
l us?
How
do
we
crea
te a
gra
ph?
Wha
t is
the
num
ber
repe
ated
?H
ow d
o w
e co
py c
ells
?
Mai
n A
ctiv
ity
25–3
0 m
inut
es
Low
er c
ore
Co
reU
pp
er c
ore
Exp
lain
to
pupi
ls t
hat
they
are
goi
ng t
o in
vest
igat
e us
ing
a sp
read
shee
t m
odel
to
find
out
the
max
imum
are
a th
at c
an b
e in
clud
ed in
a r
ecta
ngul
ar fi
eld
of fi
xed
perim
eter
.Th
ey n
eed
to s
et u
p th
e fo
rmul
a in
a s
prea
dshe
et to
car
ry o
ut th
e in
vest
igat
ion.
Giv
e ch
ildre
n a
tem
plat
e w
ith t
he fo
rmul
a co
mpl
eted
and
use
it t
o en
ter
data
to
inve
stig
ate
the
task
.P
upils
can
sha
re t
heir
solu
tions
; allo
w t
hem
tim
e to
tal
k th
roug
h th
e pr
oces
s.Id
entif
y ho
w it
was
not
just
gue
ssin
g th
e an
swer
but
usi
ng t
he m
odel
to
try
to w
ork
thro
ugh
the
poss
ible
sol
utio
ns. D
raw
out
how
a m
odel
allo
ws
us t
o ru
n th
roug
hpr
edic
tions
and
dev
elop
pat
tern
s ve
ry q
uick
ly s
o th
at w
e ca
n te
st t
heor
ies
and
crea
te h
ypot
hese
s.C
hild
ren
can
crea
te g
raph
s of
dat
a.LC
~ T
he p
upils
who
nee
d su
ppor
t m
ay n
eed
som
e da
ta a
lread
y en
tere
d in
colu
mns
A, B
.U
C~
The
mor
e ab
le p
upil s
can
use
the
tem
plat
e w
ithou
t th
e en
tere
d fo
rmul
a.
Ple
nary
10–
15
min
utes
Link
to
lear
ning
ob
ject
ives
Dis
play
exa
mpl
es o
f oth
er a
reas
of o
ur li
ves
whe
re m
odel
ling
isus
ed.
•Tr
affic
pla
nnin
g•
Flig
ht s
imul
ator
s•
Com
pute
r ad
vent
ure
gam
es•
Driv
ing
sim
ulat
ors
Ask
pup
ils w
hy it
is u
sefu
l to
use
mod
ellin
g in
the
abo
ve a
ctiv
ities
.
Exp
ect
answ
ers
such
as
cost
and
safe
ty.
Furt
her
diff
eren
tiat
ion/
incl
usio
n
SE
N P
rovi
sio
nE
ffect
ive
ques
tioni
ng c
an g
ive
supp
ort.
Gift
ed a
nd T
alen
ted
(IC
T/M
aths
)C
hild
ren
can
be g
iven
per
imet
ers
that
prod
uce
side
leng
th o
f non
-who
lenu
mbe
rs.
Co
mm
on
mis
conc
eptio
ns/p
rob
lem
s
•S
tron
g lin
ks t
o m
athe
mat
ics
– lo
wer
abilit
y in
mat
hem
atic
s m
ay r
esul
t in
an in
abilit
y to
acc
ess
the
ICT
Ass
essm
ent
of
lear
ning
Chi
ldre
n w
ho d
idC
hild
ren
who
co
uld
not
reac
h o
bje
ctiv
es:
have
go
ne f
urth
er:
Teacher
pla
nnin
g s
equence 1
Handout
1.5
Curriculum Continuity 43
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Teacher : Sally Summer term
Unit 6B : Spreadsheet modelling – Lesson 5
Objectives
• To be able to answer ‘What if …?’ questions
• To use the information to answer questions and also review the process
Starter
Review with pupils how we have developed models throughout the unit so far, asked questions andsolved problems using modelling.
• Encourage pupils to think about when we used the times-table model – what were the benefits ofusing this model?
• Ask a pupil to model to the class – techniques and skills used.
• Use questioning and discussion to secure understanding.
Main activity Question: What is the maximum area that can be included in a rectangular field of fixed perimeter?Give pupils a minute to discuss: • What does the question mean? • What formulae are needed to find out the answer and how will they set up their spreadsheet?
(TA with pupils who make less progress – guiding their discussions to come up with an appropriateanswer. T to circulate and guide pupils to discuss possible answers.)
Ensure full understanding of: area, perimeter and formula.
Feedback, leading to next episode of lesson.
Discuss with class: What order should the information be presented? Why?
Ask a pupil to model: formula, cell reference, copy and paste.
Investigation: What is the maximum area that can be included in a rectangular field of fixedperimeter?
Resources
Less progress – TA support and the spreadsheet model
Average progress – Spreadsheet model
More progress – Create their own model
Extension activity: If the fixed perimeter was 60–90 cm would the findings be the same?
Plenary
Ask pupils to discuss their findings and identify a pattern through questioning.
How did the model help us to investigate our problem?
Final evaluation of the task.
Reflection on learning using self-evaluation records.
Handout 1.6Teacher planning sequence 2
Curriculum Continuity44
Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Curriculum continuity in thefoundation subjects
The purpose of this section is to help foundation subject teachers and departments toconsider what more they can do to ensure curriculum continuity between the primaryand secondary curriculum, so that pupils new to secondary school, in all classes and allsubjects, get off to a flying start. The material in this section complements the work beingdone in other places to support better transfer of data and to develop pastoral support.
This section invites you to consider curriculum continuity in foundation subjects. Thissection might be used as a focus for a departmental meeting (see page 48).
What is curriculum continuity?Recent research on transfer and transition (Galton et al, 2003) has pointed out the needfor schools to work more on curriculum continuity and to pay attention to academictransfer and ‘the specific strategies which help sustain pupils’ progress’. An outline ofthe main findings and messages from the research is included in the Appendix. You maywish to read this before working through the materials in the relevant subject section.
Curriculum continuity refers to:● knowing which topics have already been covered;● knowing what skills and understandings have been well established;● knowing the pace and style of previous lessons in the subject.
This knowledge is then used to launch pupils’ secondary education in a way that willreassure them, challenge them and take them forward rapidly.
As a minimum, it is essential that departments know which topics have been coveredby primary schools. Many schools have already formalised a way of collecting thisinformation, but if they have not, some simple failsafe methods are listed below.
1. Hold a one-hour twilight session for subject coordinators in primary schools tocome and meet the subject leader in the secondary school to audit what has beencovered and the teaching approaches used.
2. Visit a Year 6 teacher in each of the primary schools and request a copy of thescheme of work for the subject or a summary of it. If possible, observe or teamteach a lesson.
3. Ask the Year 6 teacher to study a checklist summary of Year 7 content in the subjectand alert you to any potential overlaps or other issues relating to the content.
4. Ask the pupils to tell you which topics they have already covered.5. Ask a pupil from each partner primary school to bring in a complete set of work for
you to see.
Curriculum Continuity 45
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Task 1
Primary schools are not required to assess foundation subjects according to NationalCurriculum levels at the end of Key Stage 2. Some primary schools do carry out thisassessment, but, in general terms, there is little teacher assessment data transferredfrom the end of Key Stage 2 to teachers at Key Stage 3 in foundation subjects.
However, this provides an opportunity to forge close liaisons between primary andsecondary schools to focus on what has been taught, what has been learned, whatstandards have been achieved and what measures exist to ensure progress for allpupils from the start of Key Stage 3.
It has been shown that pupils’ progress across the transfer is enhanced when there issome compatibility between the teaching approaches used either side of the transfer.
Research on transfer and transition indicates that dips in progression in subjects withinand across key stages can be addressed through a shared understanding betweenprimary and secondary teachers of the subject issues.
There can be no perfect model for how this liaison should be set up, but a number ofapproaches are often successful. These include subject networking and communicationbetween primary and secondary schools, often supported by LEA advisers.
The liaison is likely to identify issues related to continuity between the key stages. In any networks formed, it might be useful to explore whether there is:● awareness of the programmes of study for Key Stage 2 and Key Stage 3 in
the subject;● planning of work from the start of Year 7 that directly takes account of the
programme of study at Key Stage 2;● an agreed understanding of the standards expected and achieved at the point
of transfer.
● What liaison is already in place?
● Are subject networks already established?
● Do these networks focus on supporting the learning needs of pupils?
● How could the network better facilitate a shared understanding of the subjectacross key stages?
Questions for discussion or consideration
Curriculum Continuity46
Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Task 2
Making effective use of the DfES/QCA schemes of work for KeyStage 2 and Key Stage 3
To ensure that pupils make good progress within and across key stages it is importantto be aware of the programmes of study for Key Stage 2 and Key Stage 3. This will helpto identify the progression in knowledge, skills and understanding across the keystages for your subject.
The schemes of work for Key Stage 3 build on the knowledge, skills and understandingdeveloped through the Key Stage 2 programmes of study. The expectation is thatpupils starting Key Stage 3 are working at level 4 or higher. However, the units takeaccount of the fact that some pupils will be working at level 3 in any given subject.
Refer to the subject guidance given in the National Curriculum and in the DfES/QCAschemes of work for your subject.
The schemes of work for all foundation subjects are available on the Standards websiteat http://www.standards.dfes.gov.uk/schemes3/subjects/
On this website you can select your subject for Key Stage 3. Click on ‘Using thescheme’ to find guidance on planning for progression across the key stages andbuilding on pupils’ prior experience in the subject. You will find guidance here on thesubject-specific issues relating to transfer in your subject. In particular, advice is givenon those areas that will help to ensure continuity and progression within the subjectfrom the start of Key Stage 3.
Reference to this section of the guidance will help to ensure that planning from the startof Year 7 reflects pupils’ prior experience in the subject and that pupils makeappropriate progress from the start of the key stage.
Use this subject-specific guidance to determine whether there are areas that are giveninsufficient emphasis in the teaching of classes in Years 7, 8 and 9.
Consider the following questions alongside the guidance referred to above.
● What aspects of the subject are less well developed in our scheme of work forKey Stage 3?
● What opportunities are there to build on pupils’ prior experiences more explicitlyin Key Stage 2?
● What subject-specific knowledge, skills, concepts and understanding requirefurther development?
● What are the planning issues related to addressing these areas?
Questions for discussion or consideration
Curriculum Continuity 47
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
Task 3
Making effective use of subject exemplification
Refer to the National Curriculum in Action website at www.ncaction.org.uk
This website provides examples of:● the standard of pupils' work at different ages and key stages;● how the programmes of study translate into real activities;● effective use of ICT across the curriculum.
You can use the Key Stage 2 section of this website to determine the nature andstandard of work likely to be achieved in primary schools. This would be bestsupplemented with examples of work from your feeder primary schools.
In addition, refer to the Key Stage 3 examples to ensure that they are consistent withthe expectations and standards you are setting in your subject.
From this website there are links to:● the National Curriculum programme of study for the subject;● the relevant attainment targets for the subject;● the scheme of work for Key Stage 2;● the scheme of work for Key Stage 3.
Consider the following questions.
Task 4
Decide on one key action you can take to improve curriculum continuity, and one keyaction for pedagogical continuity in your subject and record these in the department’saction plan.
● Are the expectations of your schemes of work in Year 7 building on the priorexperience and standards at Key Stage 2?
● To what extent is the department’s understanding of ‘levelness’ consistentacross all members of staff and consistent with the exemplification on theNational Curriculum in Action website?
Questions for discussion or consideration
Curriculum Continuity48
Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Using this section as a discussion session in adepartmental meeting
You will need copies of the Curriculum continuity in foundation subjectssection – at least one between two people.
1. Use the Introduction to this booklet as the basis for a brief (5 minutes)outline of the main issues facing secondary schools in general, and foundation subjects in particular, over transfer and ensuring curriculum continuity.
2. Introduce colleagues to the definition of ‘curriculum continuity’ (10 minutes)used in this booklet. Invite brief, focused discussion using thequestions in task 1.
3. Use either task 2 or task 3 to facilitate discussion on (45 minutes)curriculum continuity.
4. Conclude with task 4, a brief action-planning discussion, and (15 minutes)determine two key actions the department will take as a result. To enable whole-school coordination, relay these planned actions to the member of the senior leadership team responsible for transfer.
75 minutes
Curriculum Continuity 49
© Crown copyright 2004 Ref: DfES 0116-2004 Key Stage 3 National Strategy
References
Transfer and transitions in the middle years of schooling (7–14): Continuities anddiscontinuities in learning Galton et al (2003) (Research Report no. 443, June)
This is the report of a project which set out to investigate issues on the primaryand secondary sides of the transfer divide and to explore some areas whereschools intervene when progress stalls in Key Stage 3.
A summary of the whole report is included as an Appendix (page 50).
In the context of these guidance materials, schools will find the section on theeffectiveness of bridging units particularly useful.
Transition from Year 6 to Year 7 Mathematics units of work (DfES 0118/2002)
Transition from Year 6 to Year 7 English units of work (DfES 0113/2002)
These units are available to download from the Key Stage 3 website:www.standards.dfes.gov.uk/key stage3/publications
The units are intended to be used in English and mathematics lessons,beginning in Year 6 and completing in Year 7.
Moving on in mathematics (DfES 0375/2003)
Moving on in English (DfES 0308/2004)
These pupil booklets, linked to the English and mathematics transition units,have been developed for a Key Stage 3/London Challenge transition project toraise the status of pupils’ work being transferred from primary to secondaryschools. Following successful implementation, the booklets are being madeavailable more widely on the Key Stage 3 website:www.standards.dfes.gov.uk/keystage3/publications
Curriculum Continuity50
Key Stage 3 National Strategy Ref: DfES 0116-2004 © Crown copyright 2004
Appendix Transfer and transitions in the middleyears of schooling (7–14): continuitiesand discontinuities in learning
Maurice Galton, John Gray and Jean RudduckUniversity of Cambridgewith Mary Berry, Helen Demetriou, Janet Edwards,Paul Goalen, Linda Hargreaves, Steve Hussey, Tony Pelland Ian Schagen and Maria CharlesNational Foundation for Educational Research
Introduction
The project (January 2000 – December 2002) was concerned with factorswhich affect pupils’ progress between the ages of 7 and 14. It considered theprimary side of the transfer divide and the transfer to secondary school, andexplored some areas where schools can intervene when progress stalls duringKey Stage 3. Taking the long view enabled the researchers to build a fullerpicture of pupils’ progress and also to redress the imbalance in earlier researchwhich focused on transfer between schools rather than transitions betweenyears within the same school.
Key Findings
● Headteachers acknowledged a ‘push’ during Y6 with 82% using practicetesting and 74% booster classes. The researchers suggest that given thefindings on progress patterns (i.e. only around 40% of pupils make ‘equal-sized’ steps in progress in reading and maths from KS1-2. There is somesupport for ‘equal-sized’ steps being most effective), schools may wish toredistribute their efforts towards earlier interventions in Y3 and 4.
● At transfer, schools are paying increased attention to curriculum andpedagogic issues but both pupil attitudes and progress, especially in Englishand science, suggest pupils are still insufficiently challenged in Y7.
● In year-to-year transitions learning is better supported if schools give clearmessages about the status of different years and if teachers recognise thevalue of peer support and provide sustained encouragement for pupils tryingto re-engage and shed their previous reputations as ‘shirkers’ or ‘dossers’.
Aims
The aims of the research were to:
● Investigate issues on the primary side of the transfer divide;
● Assess issues on the secondary side of the transfer divide;
● Explore some areas where schools intervene when progress stalls at KeyStage 3.
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Background
This project builds on an earlier review which concluded that schools’arrangements for transfer were mainly working well but also highlighted theneed to understand more about ‘dips’ in attitude, engagement and progress atkey transition points (notably Years 3 and 8) and the post-transfer period (TheImpact of School Transitions and Transfers on Pupil Progress and Attainment,Galton, Gray and Rudduck, DfEE RR131, 1999).
Methods
The project had three strands:
The first strand analysed progress data from over 3,000 pupils based on KS1and 2 tests and optional tests at years 3, 4 and 5. This is the first analysis of itskind and presents a unique picture of the learning trajectories of thousands ofpupils. Headteachers’ perceptions in 50 schools drawn randomly from thissample provided additional data.
The second strand involved collaboration with 9 LEAs who were self-selected onthe basis of a strong interest and commitment to transfer issues. A resourcefile (accessible through the web at http://creict.homerton.cam.ac.uk/transfer/)of examples of work from schools and LEAs other than those closely involved inthe project was built up. Ninety entries have been posted on the site.
The third strand involved 25 schools in studies of transfer and transition issues,including the role of friendships, how disengaged pupils can recommit themselvesto learning and the management of year to year transitions. In each case,strategies were identified in the partner schools that reported pupils’ learning.
Other Findings
The Primary side of the transfer divide
● Tracking pupils’ progress from KS1 to KS2:
- Pupils’ progress across KS2 was assigned to one of four progress ‘routes’for both reading and maths. Around 40% of pupils made roughly ‘equal-sized’ steps from year to year in reading and a slightly higher proportion inmaths. Around 25% of the pupils in reading and a third in maths made‘variable’ progress. Limited numbers of pupils were also found on routesinvolving ‘increasingly’ large steps and ‘decreasingly’ small ones. Some pupils‘dipped’ every year, not just in Year 3 as previous evidence had suggested.
- The analysis explored whether the ‘route’ taken affected pupils’performance. In reading pupils who were on the ‘equal-sized’ steps routemade most progress but their advantage was modest – about threemonths’ more than pupils on the ‘decreasing’ steps route. In maths, pupilswho were on the ‘decreasing’ steps route (a fast start followed by smallersteps or ‘consolidation’ in subsequent years) made the expected two levelsof progress, whilst those on the ‘increasing’ steps route lagged furtherbehind, eventually by around half a level. Across the two subjects, thereis some support for the desirability of pupils making ‘equal-sized’ stepswhich neither compensate for a ‘slow’ start nor rely on a ‘spurt’ in thefinishing straight.
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- Pupils attending ‘more effective’ primary schools throughout KS2 made asmuch as half a level more progress (roughly a year) when compared totheir counterparts at ‘less effective’ schools. However, when schoolswere classified in terms of their pupils’ ‘routes’, there was hardly anydifference between them in their pupils’ levels of progress.
● Headteachers’ views and experiences:
- Heads interviewed for this project acknowledged the existence of a‘push’ during Year 6. Two strategies dominated heads’ approaches to Year6: regular use of ‘practice tests’ (reported by 82%) and the provision of‘booster’ classes (74%). A majority concentrated their more experiencedteaching staff in Y6 classes, reduced the scope of the curriculum taughtduring Y6 and focused the efforts of any support staff here (around 60%in each case). Heads who made use of booster classes were divided abouttheir usefulness. Two thirds employed some form of ‘intervention’ inYears 3, 4 or 5 or, more occasionally, in all three. These were mainly‘booster’ type activities or, in some cases, forms of setting.
- 76% of heads expressed generally negative views about testing but werenonetheless proactive in terms of intervention; only 14% adopted apositive and proactive stance. The latter were more likely to extendinterventions into KS1, employ setting, use practice tests regularly,locate more experienced teachers in Y6 and deploy support staff to boostKS2 results.
Continuities and Discontinuities at Transfer
● Taking stock of the current situation at transfer:
- Schools are paying increased attention to curriculum and pedagogic issuesat transfer. As a result of the increasing number of visits between Y6 andY7 staff, secondary teachers are now better informed about the KS2programmes of study but many still hold over-optimistic views of primarypractice. The reality is that for many pupils much of Y6, in the run up tothe tests, consists largely of revision with an emphasis on whole classdirect instruction. This narrowing of the curriculum and the limited rangeof pedagogy employed in Y6 have implications for teaching at the lowerend of the secondary school.
- Measurement of pupils’ attitudes immediately before transfer and in theNovember and July following the move to secondary school suggests thatthe present Y7 curriculum is still not sufficiently challenging – ordifferent from Y6. By the end of their first year after transfer manypupils were finding school a less enjoyable experience but, despite the dipin enjoyment, motivation remained relatively high.
- In mathematics, and still more so in science, it appeared that pupils whomade most progress after transfer did not express very positiveattitudes to these subjects. Only in English was attitude and attainmentpositively correlated. Pupils stated that in Y7 there was more variety inEnglish and that it was more interesting. By contrast, many pupils saidthat mathematics involved doing similar things (albeit more complex) inY7 to those they had done in Y5 and Y6. However, more pupils in
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mathematics gained at least one National Curriculum level after transfercompared to English. In Y7 science, pupils spent much of their time copyingout details of experiments or writing out instructions under the teacher’sguidance; able pupils said they were easily bored by these lessons.
● The effectiveness of some recent transfer initiatives:
- Bridging Units were usually started in the last few weeks of the primaryschool and continued for several weeks after transfer to secondary; theywere designed to support curriculum continuity. They did this to a limitedextent but their main value was in promoting dialogue between primaryand secondary colleagues on issues of pedagogy and assessment; thisoccurred more often when schools constructed their own units.
- A number of secondary schools were beginning to experiment with postinduction programmes in an attempt to develop pupils as professionallearners. These programmes typically involve the development of studyskills, introduction to problem solving strategies and the identification of preferred learning styles. Pupils were generally very enthusiasticabout them.
Managing institutional and personal transitions
This strand of the project focused on three different transition experiences.
● How friendships affect learning, at transfer and beyond:
Evidence showed that at transfer friendships were widely seen as a means ofsocial support while their potential for academic support tended to beovershadowed by anxiety about distraction. Some key observations:
- Pupils are discerning about friends whom they do and do not work wellwith, and which friends are helpful in relation to different subjects andtasks. The data suggest that, at transfer and beyond, pupils might be givena greater say in the construction of seating patterns and working groups.
- It is important for teachers to recognise the value of peer support in theclassroom and to find ways of legitimising it.
- Pupils in top sets who lack confidence, and who find a pressured andcompetitive teaching style difficult to cope with, rely on friends foracademic and social support.
● Helping pupils to re-commit themselves to learning:
The project explored how tensions and pressures can lead pupils to adoptparticular persona and the difficulties they have in dropping them. In one-to-one discussions, some pupils said that they wanted to change from ‘dosser’or ‘shirker’ to ‘worker’ but didn’t know how to: some described themselves as‘addicted’ to ‘messing about’; some found it difficult to escape the norms oftheir anti-work peer group; and others felt that their reputations were soindelibly inscribed in teachers’ minds that a fresh start was not possible.Some key observations:
- The process of disengagement can be reversed if pupils feel thatsignificant others in the school are able to see and acknowledge some oftheir strengths.
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- Anti-work identities, once established, are difficult to change and it isbetter to intervene early in pupils’ school careers. Whatever support isgiven, it needs to be sustained over a period of time; one-off sessions arenot enough.
- Things that could make a difference for these pupils include more time inschool to talk about difficulties, targets that they can identifythemselves, and recognition of effort and small successes.
● How transitions in the same school can affect learning:
- Schools give more attention to the exits and entrances years than to thein-between years; Y8, for instance, is widely seen by pupils as unimportantand they adjust their effort accordingly. Moreover, there is no traditionof organising induction events that would help pupils look forward withexcitement and confidence to the year ahead. Some key observations:
- It can be useful for schools to monitor the messages that they are givingabout the status of different years and to check out what pupils’ views ofthe year ahead are and what, retrospectively, they felt they needed morehelp with.
- Schools need to ensure that they are sustaining the view, in all they sayand do, that Y8 matters.
- Pupils would welcome more opportunities, as they move up through school,to be more autonomous in their learning and to feel that they can make acontribution as valued members of the school community.
Recommendations
The report acknowledges the very real progress that schools have made inensuring that transfer is a relatively anxiety-free experience for pupils andtheir families. A large number of schools, with support from LEAs andgovernment policy-makers, could now usefully direct their attention to:
● the academic (as opposed to social) dimensions of transfer and thespecific strategies which help to sustain pupils’ progress; this is a concernfor both primary and secondary schools.
● the coherence of the initiatives schools have in place to sustain pupils’progress during the ‘middle years’ as opposed to investing most of theirenergy in ‘catch-up’ strategies, especially during Y6; this is mainly an issuefor primary schools.
● the balance of pre and post-transfer activities; in particular, the time andresources invested in post-transfer activities designed to sustain theexcitement of learning and to help pupils develop a language for thinking andtalking about their learning; this is mainly a concern for secondary schools.
● the social and the academic dimensions of within-school ttrraannssiittiioonnssincluding: ways of marking pupils’ social maturity by increased responsibilityand induction events for the in-between years that give pupils a positiveorientation to the next year and a more confident understanding of what itsacademic demands will be. These concerns are relevant to both sectors.
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To make time for these activities, primary and secondary schools will needto consider which aspects of their liaison activities are supporting thelearning of their pupils, which activities need to be modified and which mightusefully be reduced.
Additional Information
Copies of the full report (RR443) - priced £4.95 - are available by writing toDfES Publications, PO Box 5050, Sherwood Park, Annesley, Nottingham NG15 0DJ.
Cheques should be made payable to “DfES Priced Publications”.
Copies of this Research Brief (RB443) are available free of charge from theabove address (tel: 0845 60 222 60). Research Briefs and Research Reportscan also be accessed at http://www.dfes.gov.uk/research/
Further information about this research can be obtained from Joanna Mackie,DfES, Sanctuary Buildings, Great Smith Street, London SW1P 3BT.
Email: [email protected]