The Context in Barking and Dagenham - A Coherent Pedagogy for Secondary Schools - The London Borough of Barking and Dagenham

The Context in Barking and Dagenham
Transition from Key Stage 2

As pupils move from primary to secondary school they experience significant changes in their schooling.

Some of these changes are inevitable: they are no longer taught for most of the time by one teacher who knows their strengths and weaknesses; they are no longer part of a class group where they have built up relationships and friendships over time.

They move to a situation which may seem to be chaotic and uncertain, where they are taught by many different teachers who do not yet know them well and who may work in very different ways.

Teachers' expectations and their teaching strategies may vary between, and even within, subjects. In their primary schools pupils experience a single pedagogy across all subjects.

The consistent expectations of teachers lead to positive attitudes and high pupil self-esteem. Pupils know their strengths and weaknesses, are trusted and given responsibility.

Secondary schools where pupils are effectively supported in their transition from Key Stage 2 to Key Stage 3 have:

developed a consistent pedagogical framework which is understood across the school
ensured consistently high expectations
established consistent practices in terms of speaking and listening.