Key Stage 2 to 3 Curriculum Partnership

Area of focus:


Partnership Strategies used or being used

What found









Student participation 




Develop collaborative Key 2 to 3 links to inform curriculum delivery pedagogy and student participation
















Curriculum Subjects:

  • Teacher meets.
  • Shared curriculum plans/overview of curriculum maps.
  • Joined up curriculum planning.
  • Collaborative materials shared.
  • Cross-over projects.
  • Collation of samples of students work.
  • Hosting remote and live lessons between schools.     
  • Questionnaires/student voice.
  • Running student events.
  • Running student projects.
  • Joint CPD sessions between schools.




  • Students confident sharing ideas but could see that language was an issue. Students couldn’t articulate what a “factor” or “multiple” was.
  • Students had difficulty applying knowledge of Factors and Multiples into other problems.
  • Students were given short tasks too complete at different levels of challenge, so they had the steps to build up to higher challenge.



  • Identified student weaknesses, gaps in knowledge with Shakespeare, difficulty understanding language.
  • Student gaps in knowledge, lacking skills of reading diverse authors.
  • Lack of students using techniques in creative writing was an EBI.
  • Students didn’t have opportunity to read non-fiction texts
  •  Students only learn Shakespeare units in a very basic way/ simple overview.
  •  Students did not have strong knowledge of rigours of assessment.
  • Successful interventions they do – Debate Mate.



  • Delivered KS2 French Schemes of work for years 3, 4, 5 and 6 (including Assessments, Key vocabulary and Teacher support)
  • Provided CPD / Training to non-specialist teachers in primary school 
  • Modelled MFL teaching at Manor School 
  • Lesson observations at BA (sharing ideas/good practice)



  • We use examples and non-examples in our teaching to aid understanding
  • Taught Factors and Multiples as our first topic.
  • Added more discussion, challenge activities in Year 7 curriculum, especially work on number strategies.
  • Used ICCAMS as starting point in first few lessons to give teachers an insight to how the students think Mathematic.



  • Amended and modified Shakespeare units – Romeo and Juliet/ A Midsummer Night’s Dream consider more work on close language/ and quote analysis. Examples of scaffolding to model strong examples to stretch/ challenge More Able. Beginning year with Shakespeare which brings KS3 in line with KS4 and KS5.
  • Teach more historical key figures, embedded the importance of BEST habits into ppts. Added a Black History Month unit for Y8. Added authors from BAME backgrounds into short units throughout Y7/Y8 LTPs, s that.
  • Created ‘Reconnection unit’. Taught main skills needed in terms of techniques/ understanding.
  • Developed students’ understanding of the play through close textual analysis. We have referenced GCSE texts to prepare students of what to expect in KS4.
  • Changed sequencing of lessons – A Midsummer Night’s Dream now taught as the first unit in Year 7 instead of the last text.
  • Simplified the assessment criteria and streamlined the way work is marked.
  • Continued with popular Debate Mate club.



  • Curriculum content linkage between KS2 and KS3 
  •  Differentiated lessons based on prior knowledge of KS2 work completed


Whole school:

  • Created a ‘closing the gap’ document that shared KS2 success strategies with BA staff, to apply into KS3 teaching and learning.
  • Uploaded borough primary TAGs onto teacher markbooks to ascertain Year 6 ability levels
  • Implementing internal reading tests and CATs tests for Year 7 & 8
  • Created a transition link film for year 7 parents




General Transition:

  • Linked up pastoral leads between the two schools.
  • BA Pastoral leads visit or meets with MJ students.
  • Effective pastoral practices in primary/secondary discussed and imbedded into each other’s transition program.
  • Collation of student information to inform planning, student profiles.
  • Questionnaires/student voice gaging opinions on learning, worries, aspirations for incoming Year 7 students.
  • Virtual resources developed.
  • Buddy system.
  • Transition drama workshop about BA.
  • Visits to the school prior to transition day.
  • Q&A session for Year 6 about BA led by BA students.


General Transition:

  • Ran physical transition workshops for vulnerable students, summer term.
  • Distributed out 4 parental transition newsletters.
  • Distributed out 5 student newsletters.
  • Created virtual tours film for both campuses on website.
  •  Created a ‘meet your teachers’ film on school website.
  • Run a 5-day, summer school in August.
  • Created a transition task booklet to complete by students over the holiday.
  • Created a transition capture spreadsheet , documenting primary students’ profile to enable cluster, form class dynamics.