The Key Stage 3 National Strategy aims to raise standards by strengthening teaching and learning across the curriculum for all pupils aged 11 to 14 (DfES 0321, 2002).
The strategy consists of strands covering English, mathematics, science, information and communication technology (ICT), and the foundation subjects (together with religious education) all of which are currently being implemented in majority of the schools, nationally.
The ICT strand aims to support teachers, many of whom are not specialists, by providing material to help them interpret and teach the National Curriculum ICT programmes of study (HMI 518).
Progression from Key Stage 2.
One of the 4 key principles of the Key Stage 3 strategy is Progression: Strengthening the transition from Key Stage 2 to Key Stage 3 and ensuring progression in teaching and learning across Key Stage 3.
Hargreaves and Galton (1999) found that two out of every five pupils fail to make the expected progress in the year after transition from Key Stage 2 to Key Stage 3. .
The question that is raised here is why? I asked a few teachers what they thought was the reason for this lack of progress. They offered several possible explanations such as having difficulties adjusting to the new routine (although these are usually short-lived), the impact of the long summer break, repetition of previous work, new work that underestimates the capabilities of pupils, and organisational structures that give pupils a negative sense of themselves as learners. .
However, there is more to it than that. I have learnt that much of the success of the school depends on a smooth transition from Key Stage 2 to Key Stage 3 and on helping children make that positive transfer. If this move is not most carefully prepared for and followed through, many problems can arise (Technology and Learning Centre, 2001) as we are currently facing at my school. Too much crucial time is spent reiterating what pupils have covered in primary schools rather than building on their prior knowledge.