transition within secondary years
Supporting transition between year groups
curriculum-prioritisation-Secondary.docxTransition between year groups is really important in order to build on prior learning.
All schools should be focussing on securing understanding and depth in the year group learning rather than acceleration into the following year group content.
With the current learning climate and return to school for many students it is more important than ever that mathematics is an integral element of transition processes and conversations.
Completion and discussion of prioritisation documents will aid transition for pupils in the core areas of learning. You will need to adapt the document to match the content taught in years 7 to 9.
Having some reflection on learning and teaching of the core strands in the current and previous year group will ensure a smoother transition for our pupils.
Class teachers will know:
what pupils have been taught in previous year groups
how they have been taught
how effectively pupils have understood and remembered learning
The quizzes in each strand can be used to assess prior learning and identify gaps.
The KS3 section breaks each strand of the KS3 Program of Study into a sequence of small steps. Each strand is linked to prior learning from Year 5 and 6 and GCSE content. Further exemplification is provided in the NCETM Secondary PD material.
Strands in green contain a high proportion of content overlap with GCSE.
The core strands (red) contain a Microsoft form with example assessment questions from the KS3 Mastery Assessment Material and Secondary Mastery PD material from the NCETM. These forms can be duplicated, adapted and used to identify gaps in knowledge. To find out how click here.
The examples assessment questions and quizzes on this site should be use to assess informally to identify gaps and inform planning.
Core Strand Example
N13 round numbers and measures to an appropriate degree of accuracy (for example, to a number of decimal places or significant figures)
Round numbers to up to three decimal places
Understand the concept of significant figures
Round integers to a required number of significant figures
Round numbers to any number of decimal places
Round decimals to a required number of significant figures
GCSE
N15. round numbers and measures to an appropriate degree of accuracy (e.g., to a specified number of decimal places or significant figures). Use inequality notation to specify simple error intervals due to truncation or rounding.
Prior Learning
5NPV–3 Reason about the location of any number with up to 2 decimals places in the linear number system, including identifying the previous and next multiple of 1 and 0.1 and rounding to the nearest of each.
6NPV–3 Reason about the location of any number up to 10 million, including decimal fractions, in the linear number system, and round numbers, as appropriate, including in contexts.
NCETM Secondary PD material 1.1.2–1.1.3
KS3 Programme of Study
Progression and key learning steps in mathematical learning from NCETM knowledge, skills and understanding statements.
Adaptable Microsoft form with example assessment questions from the KS3 Mastery Assessment Material and Secondary Mastery PD material from the NCETM.
Links to exemplification resources from year 5 and year 6 including PowerPoints created for use in small groups or one to one to support review, practice, and consolidation.
Links to year 5 and 6 resources from the NCETM
Links to NCETM Secondary PD material