Key Stage 3 The Lost Years – How To Manage A Successful Transition? – Tuesday 27th September 2022: 09.00 – 12.00

Event Details

Day 1: 27 September 2022

Start time: 09:00 BST

End time: 12:00 BST

Venue: Services For Education, Unit 3 Holt Court, Holt Street, Birmingham, B7 4AX

The move from Year 6 to Year 7 can be daunting for pupils. After a long summer, they are
working in a new environment, with new standards and expectations. Teaching approaches may not be the same. They may not know anyone, as their peers come from many different schools. They have to get to know new teachers and a different organisation and do so quickly.

According to Galton (1999), almost 40 percent of children fail to make expected progress during the year immediately following a change of schools. Department for Education (DfE) data from 2011 shows that average progress drops between key stages 2 and 3 for reading, writing and maths.
Transition must be seen as an opportunity for learners to grow in confidence as they overcome new challenges, guarding against the risks that will impact negatively on learners’ confidence or progress. We will explore:
• The differences between KS2 and KS3 for stakeholders
• KS3: The Wasted Years? Ofsted report 2015
• Is pedagogy the same at KS2 and KS3?
• How to achieve consistency in teaching approach? The power of collaboration.
• Why do Year 7’s ask so many questions like what do I do next?

For more information contact us here.

About the Adviser

Marsha firmly believes that a quality education is the basis for social mobility and has spent her extensive career working across the West Midlands conurbation catapulting the stunted ambitions of staff and students. Marsha has held several senior positions, most recently as a Deputy Headteacher transforming outcomes in one of the most deprived parts of the county.

Marsha is a specialist in The Principles of School Leadership, Safeguarding, STEM Education and Behaviour Management this is complimented by her interest in cognitive science, not only the application to schema but also its application to the wider, often hidden curriculum.