As pupils come to the end of Key Stage 2 it is important that they can draw upon what they have learned, refreshing what they might have forgotten by applying it in different and interesting contexts. This Transitional period should be designed to provide pupils with continuity and familiarity in content and approach while maintaining the momentum of pupils’ progress from Year 6 to Year 7.Being clear about the important prerequisite knowledge from Key Stage 2 and allowing time to consolidate this and then build new Key Stage 3 ideas on these firm foundations is vital. Schemes should be arranged to teach pupils the knowledge, skills and understanding in key areas of learning that teachers can build upon in later lessons. The lesson intentions must do this in an interesting way that will motivate pupils and help them to recognise what they are achieving. During this course we will review research from the EEF and consider how you might implement this in your classroom: • Existing knowledge and understanding • Problem-solving • Mathematical Capital • Tasks to challenge and support • Structured Intervention
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About the AdviserMarsha Blissett - Adviser, Services For Education
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.