Continuity and progression from key stage 2 to key stage 3

			Bright idea
		If you have any bright ideas for promoting continuity and progression in geography from key stage 2 to key stage 3, submit them for possible inclusion.

		More developed ideas Approaches to developing continuity and progression in geography from key stage 2 to key stage 3 A recent QCA monitoring study put forward a number of approaches to developing continuity and progression from key stage 2 to 3 in geography, and identified the potential value and limitations of each. PDF 42Kb | RTF 196Kb | Help

Other information

The focus of key stage 2/3 transfer projects is often on the core subjects, but the underlying ideas can also be applied to geography.

One research project is currently collecting information and case studies on a range of strategies which aim to support pupils’ learning over the key stage 2/3 transfer period:

• catch up programmes
• extended induction weeks
• mentoring of younger pupils by older ones
• teacher exchanges
• use of bridging units
• use of ICT to support transfer.

Further details and case studies (including a small number which include a geography element) can be found on the Transfer and Transition Project website (http://creict.homerton.cam.ac.uk/transfer/).

Existing projects on bridging units (sequences of work which are started at the end of key stage 2 and finish at the start of key stage 3) include:

The Stone Book Quartet
Schemes of work for a cross-curricular project (English, geography and history) based on Alan Garner’s books and drawing on the Manchester Museum’s Alderley Edge landscape project.

Kent Schools’ Passport Mathematics and Geography
I n year 6, pupils submit information about their travel to school then again in year 7. This builds up a database for analysis.

Researching cross-phase liaison between key stages 2 and 3 a Teaching Geography article by Simon Chapman presenting some research findings that suggest the need to establish more effective cross-phase liaison.