Design and Technology Framework: Training modules

Training module 5: Transition

Objectives

  • To become aware of the context of transition and understand why it is an important issue for Key Stage 3.
  • To review evidence on discontinuity between Key Stage 2 and Key Stage 3.
  • To develop practical solutions and manageable strategies to ensure smooth transition from Key Stage 2 to Key Stage 3 and build these into the Key Stage 3 scheme of work.

Session outline/Timing

  • 5.1 Introduction (2 min)
  • 5.2 The evidence – why should we worry? (15 min)
  • 5.3 Direction and support (15 min)
  • 5.4 Listening and discussing (10 min)
  • 5.5 Achieving a balance – some solutions and strategies (6 min)
  • 5.6 Building on prior learning in a Key Stage 3 scheme of work  (10 min)
  • 5.7 Orientation activities  (10 min)
  • 5.8 Choosing early Year 7 units  (7 min)
  • 5.9 Ready for more? (5 min)

Preparation and planning

Acquire some real examples of design and technology work done in primary feeder schools or download illustrations of projects from the National Curriculum in action section of the QCA website.

Resources

  • Handouts 5.1 to 5.3
  • OHTs 5.1 to 5.30
  • Whiteboard or flipchart and pens
  • Sticky notes
  • Computer with access to the QCA's National Curriculum website
  • Real examples of Year 5 and Year 6 design and technology project work from primary schools
  • Design and technology Key Stage 2 programme of study
  • DCSF/QCA design and technology Key Stages 1 and 2 schemes of work
  • DCSF/QCA design and technology Key Stage 3 scheme of work – Unit 6 Transition

Pre-course task

Before attending the training session participants should have:

  • read the Key Stage 2 programme of study for design and technology
  • reviewed the projects for Years 5 and 6 in the DfES/QCA scheme of work units
  • looked at the examples of work for Key Stage 2 on the National Curriculum in Action website
  • collected examples of their early Year 7 units to bring to the training session

They should also have made notes to highlight how well their current scheme builds on experience at Key Stage 2 and the issues they face, for example, number of feeder schools, time limits for primary schools.