SUPPORTING TRANSITION FROM KS2 TO KS3 IN SCIENCE
Unit objectives
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To examine the background to Key Stage 2/3 progression in science in relation to
starting points at Key Stage 3
To examine what most pupils have already done
To establish a framework for teachers to discover what pupils know
To consider how to establish appropriate starting points for Key Stage 3 work
To provide a range of contexts to interest and motivate pupils
Synopsis
This unit has three sessions.
Session 1 enables participants to discuss and share their knowledge of Key Stage 1
and 2 science. This includes identifying key dates of National Curriculum
implementation and the implications that this has on future teaching in Key Stage 3.
Opportunities are provided for participants to discuss pupils’ levels of attainment at
the end of Key Stage 2. These can be compared with local data. Participants follow a
video of Year 6 pupils describing the work they have done in science by talking about
their own observations of primary science. They then look at activities that take place
across Key Stages 2 and 3 to identify progression in pupils’ learning.
Session 2 enables participants to look at starting points in Year 7 and 8 units of work
that will allow smooth progression in pupils’ learning of science as they enter Year 7,
in particular. Participants look through the units of work in the DfES/QCA exemplar
schemes of work for Key Stage 3 and identify the range of activities that are used to
introduce pupils to Key Stage 3 work. They then identify ways of maintaining pupils’
interest and motivation for science during Key Stage 3.
Session 3 enables participants to run an INSET session back in their own school to
illustrate some of the key messages arising from the unit.
Before attending this unit
Before attending this unit all schools represented should have:
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completed auditing science in Key Stage 3 using Auditing a subject in Key Stage 3
and the Key Stage 3 science supplementary audit booklet;
considered how the funding for the National Strategy will be used to develop
teaching and learning in Key Stage 3 science;
negotiated the continuing professional development needs of the science
department with the Key Stage 3 science consultant;
started comparing their own scheme of work with, or adopted, the DfES/QCA
Exemplar Key Stage 3 Scheme of Work for Science (‘Scheme of Work analysis’);
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started analysing pupils texts, worksheets and other learning resources to
determine essential components of pupils’ learning in Key Stage 3 science
(‘learning resources analysis’);
implemented booster revision activities for the 2002 national tests;
attended the LEA launch of the science strand and the planning and managing
progression in science continuing professional development.