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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

Curriculum Continuity 3


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.

Curriculum Continuity4

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



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?


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.



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?


● 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?




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.



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?




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.



● 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?


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.’



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?


The use of peer-focused observation seemed to lead to the analysisof classroom practice at a deeper level.



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?




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.



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.







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.




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.



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.



75 minutes



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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



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 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).


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.


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.


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.



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.







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.


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.



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.



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.


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.


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



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



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



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



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

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Handout

MA

2B



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).




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.


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.


you to see.



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.







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?




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.


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



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 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).




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.


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.


you to see.



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.







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.



● 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.


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.


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



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



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

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ldre

n sh

ould

lear

n:C

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ren:

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ting

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ne

•ke

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ea:t

hat

mat

hem

atic

al

•R

emin

d th

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ildre

n ab

out

thei

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rlier

wor

k w

ith

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ders

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tha

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odel

s ca

n be

exp

lore

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read

shee

ts a

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iscu

ss m

athe

mat

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sp

read

shee

ts c

an b

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ed

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g a

spre

adsh

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inve

stig

atio

ns t

hey

have

car

ried

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them

to

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lore

mat

hem

atic

al

they

are

goi

ng t

o us

e a

spre

adsh

eet

to e

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re

mod

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a m

athe

mat

ical

pro

blem

.

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rt f

ocu

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ks

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chni

que

:to

iden

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•R

emin

d ch

ildre

n ho

w t

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ter

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a in

to a

•

iden

tify

and

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r th

e C

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ren

who

find

the

fo

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ae a

nd e

nter

the

m

spre

adsh

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such

as

‘=c2

/c3’

. Ask

the

chi

ldre

n co

rrec

t fo

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ae in

to c

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, w

ork

diffi

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d be

in

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eads

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ulae

the

y w

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odify

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ake

give

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heet

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ter

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edic

tions

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es

show

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renc

es.

– th

e ar

ea o

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ecta

ngle

and

chec

k th

em–

the

perim

eter

of a

rec

tang

le.

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sk t

he c

hild

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to s

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p a

spre

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to w

ork

out

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f a r

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f the

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lues

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sk t

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ren

to e

xplo

re w

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n th

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ry m

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plex

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(10–

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to fi

ndth

e lo

wes

t va

lues

.





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:

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ting

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ne

•te

chni

que

:to

copy

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Sho

w t

he c

lass

how

to

copy

form

ulae

from

one

•

copy

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ulae

to

ce

ll to

ano

ther

. Ask

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chi

ldre

n to

cre

ate

a se

t of

cr

eate

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les

of

mul

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atio

n ta

bles

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num

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A x

num

ber

B4

14

42

8

The

spre

adsh

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ld e

xten

d nu

mbe

r B

to

12.

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chi

ldre

n to

inve

stig

ate

chan

ging

num

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•te

chni

que

:to

use

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w t

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how

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te g

raph

s us

ing

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•cr

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phs

spre

adsh

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to d

raw

a

spre

adsh

eet.

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chi

ldre

n to

inve

stig

ate

grap

hsgr

aph

such

as

y=

x2 ,y

= 2

x,y

=x

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.

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ted

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k

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nge

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data

and

•

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the

chi

ldre

n to

use

a s

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dshe

et m

odel

to

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and

use

a

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ulae

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spr

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heet

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d ou

t th

e m

axim

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uded

in

spre

adsh

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to a

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sk t

hem

to

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tions

and

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ck

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ae in

a s

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et a

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y w

hole

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ape

pred

ictio

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num

bers

for

one

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t. A

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hem

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are

as t

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max

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ysh

ould

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ed t

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pred

ictio

ns u

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spr

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mod

el.

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le c

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d be

giv

en

a pe

rimet

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hich

pro

duce

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lenu

mbe

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Chi

ldre

n co

uld

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how

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ous

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d co

py a

form

ula

such

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3+1’

to

prod

uce

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cond

colu

mn

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gure

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Less

on

pla

n:IC

TD

ate:

Less

on 5

Cla

ss:6

Tim

e:1

hour

15

min

utes

Act

ivit

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odel

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Res

our

ces:

1.

Less

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tem

plat

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pa

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xls

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ives

/the

me

take

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om

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Chi

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ave

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unit

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LIN

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QC

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nit

5DIn

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it ch

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arn

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se t

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and

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and

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lore

info

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ion,

sol

ve p

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deriv

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w

info

rmat

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equence 1

Handout

1.5



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 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).




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.


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.


you to see.



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.


● 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?




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?




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?





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



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



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.



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.



- 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



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.



- 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.



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]

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