PRIMARY CURRICULUM IMPLEMENTATION
2013-2014
Children starting Reception
in 2013
2014-2015
2015-2016
2016-2017
2017-2018
Year 1
New Curriculum
Year 2
New Curriculum
New KS1 SAT
Year 3
New Curriculum
Year 4
New Curriculum
Year 5
New Curriculum
Year 6
New Curriculum
New KS2 SAT
Children starting Y1 in 2013
Year 1
Old Curriculum
Year 2
Old Curriculum
Old KS1 SAT
Year 3
New Curriculum
Year 4
New Curriculum
Year 5
New Curriculum
Children starting Y2 in 2013
Year 2
Old Curriculum
Old KS1 SAT
Year 3
New Curriculum
Year 4
New Curriculum
Year 5
New Curriculum
Year 6
New Curriculum
New KS2 SAT
Children starting Y3 in 2013
Year 3
Old or New
Curriculum
Year 4
New Curriculum
Year 5
New Curriculum
Year 6
New Curriculum
New KS2 SAT
Children starting Y4 in 2013
Year 4
Old or New
Curriculum
Year 5
New Curriculum
Year 6
New Curriculum
New KS2 SAT
Children starting Y5 in 2013
Year 5
Old Curriculum
Year 6
Old Curriculum
Old KS2 SAT
Children starting Y6 in 2013
Year 6
Old Curriculum
Old KS2 SAT
2018-2019
Building Bridges for Transition From Key Stage 1 to Key Stage 2 (A Protocol)
Produced by the Headteachers’ Transition Working Group
Transition Bridge
Managerial Bridge
Headteachers
keeping in regular
contact to provide
accurate
information about
each other’s needs
with regards to
transition
Autumn Term
Senior leadership evaluating
transition/assessment in
autumn following transition –
are all children continuing to
make expected progress?
Spring Term
Meeting with assessment,
English and mathematics
subject leaders to discuss
progress matter and continue
tracking of identified pupils
from Autumn term.
Meeting with assessment,
English and mathematics
subject leaders to discuss
common progress matters.
Developing a
shared pedagogy
to support pupils
moving from one
school/phase to
another
Curriculum
Content Bridge
Shared routes through
progression in calculation
agreed
Shared approaches for
teaching reading agreed
Shared routes for progression
in writing agreed with
handwriting included.
Moderation of independent
work between Year 2 and Year
3 teachers for reading, writing
and /or mathematics (termly
focus agreed).
Share information on events,
trips, visits, themes and topics
over the year.
Planning for
continuity and
progression in
learning
Social and
Personal
Bridge
Activities to ensure
the pupils become
familiar with the
new environment
Invitations to share
events/productions/activities
Management of
Learning Bridge
Year 2 staff observe in Y3.
Senior staff make each other
aware of changes in teaching ,
learning and assessment
practices.
Make Year 3 teachers aware of the range
of support and interventions provided for
pupils receiving pupil premium funding,
and any gaps.
Effective practice locally
Sharing learning journey of children
from school entry.
Shared transition activities for
some families around particular
needs using the pupil premium
funding where appropriate.
Attendance of partner school at IEP
review meetings to plan for transition
needs for pupils with special needs.
Joint moderation of a sample of
pupils by assessment leads in
both schools of pupils likely to
be assessed at L3+ in any
aspect in summer of Year 2.
Pedagogy Bridge
Summer Term
Meetings between inclusion managers to
discuss needs of specific vulnerable
pupils and implications for forward
planning.
Meeting with assessment leaders
regarding transfer of data and plan for
continuity.
Year 2 data made available to show FKS
profile and KS1 learning journey.
Moderation of independent
work between Year 2 and
Year 3 teachers for reading,
writing and/or mathematics
(termly focus agreed).
Pupils likely to be assessed at L4 in any
aspect are notified to the LA assessment
lead (Clive Worrall 0121 704 6630) by end
of April for moderation (moderation
undertaken by assessment panel)
Moderation of independent work
between Year 2 and Year 3 teachers for
reading, writing and /or mathematics
(termly focus agreed).
Staff from both schools plan
for transition activity that
meets identified needs for
Year 2 pupils for the summer
term.
Pupil workbooks shared so that the new
school is familiar with standards, the
learning journey and future learning
needs of the new Year 3 cohort.
Invitations to share
events/productions/activities
Invitations to share
events/productions/activities
Additional induction days for vulnerable
children
Transition days and activities
agreed
Year 2 and Year 3 staff swap for a
short period to teach each other’s
classes to develop an
understanding of the
characteristics of each key stage or
subject and getting to know more
about the progress of pupils (or an
agreed priority focus).
Common policies on the teaching
and progression expectations in
Reading, Writing and Mathematics
to ensure consistency of approach
with regard to the new curriculum.
Curriculum work book started in
Year2 and continues in Year3. All
work to be completed in one book
(to be passed to KS2) to be started
within mutually agreeable
timescale.
Year 3 pupil targets identified in
Reading/ Writing/ Mathematics at
the end of Year 2.
Bridging unit for Year 2 and Year 3
started in late summer and
completed early autumn.
Games afternoons
Buddy systems
Email pen pal
Attending assembly in new
school/phase
New Parents Meeting to include changes
to the curriculum and assessment.
Sharing Pupil Premium
provision and impact on
identified Year 2 pupils to
support forward planning for
eligible pupils.
Transition days take place.
Year 3 staff observe Year 2 classroom
practice to understand the explicit
teaching needed for new learning
environment.
Focus on learning,
including the
explicit coaching of
Sharing Pupil Premium provision and
pupils to develop
impact on identified Year 2 pupils to
their own learning
support forward planning for eligible
skills in the new
pupils
learning
environment
Produced by members of the Headteachers’ Transition Working Group, March 2013 – UPDATED MARCH 2014
Teacher swap days.
‘Buddy’ system where older pupils
support new starters.