Evidence of a dip in progression as pupils move from KS2 to KS3 is widely reported and accepted. Teacher knowledge of curriculum and pedagogy and a focus on academic transition, as well as pastoral, have been identified in the research by Ofsted and EEF as key factors in improving outcomes for pupils.
The Work Groups promote teaching for mastery approaches across the KS2-3 boundary to ensure consistency in the pupil experience, thereby meeting the Primary schools and Secondary schools strategic goals of establishing teaching for mastery approaches and encouraging schools in engaging with teaching for mastery support. The Work Groups also meet the Primary strategic goal of ensuring that pupils ‘are well prepared for the secondary maths curriculum’.
Participants' feedback from the first two cohorts this year has been completely positive, including:
Graham is an accredited NCETM PD lead and is the strategic leader for Salop, Herefordshire and Wolverhampton (SHaW) Maths Hub. He has been working collaboratively with KS2 and KS3 project leaders to develop this transition project, with more than 3000 teachers having taken part nationally.
Jo has been Primary Teaching for Mastery Lead for CODE Maths Hub, progressing as an accredited NCETM PD Lead and Primary Specialist. . She worked with Early Years, KS1 and KS2 classes, including mixed age classes, before becoming Maths Subject lead and Senior Leader, including extensive SEND experience.
Linked families of schools: primary, secondary, middle schools, and all-through schools should participate in this Work Group. For example, this could be secondary schools and their associated (feeder) primary schools or family groups of schools from within a MAT. Having a mix of schools with KS2 and KS3 pupils is essential to the success of the Work Group.
Lead participants should be teachers of Years 5-8, ideally with some responsibility for curriculum development, e.g. school maths leaders/heads of department.
Whole school/departmental policies and approaches
Participants work with teachers in their schools to ensure that: