Transition Y6 to Y7

Transition Year 6 into Year 7

May 2020 Lancashire Secondary Consultant Team [email protected]

Contents

Page

2 Rationale and Communication

4 Things to Consider

5 Mathematics- Additional Information 9 Science- Additional Information

11 English- Additional Information

18 Appendices

Rationale and Communication

Smooth transition from Year 6 to Year 7 is especially important during these difficult times. This document refers to curriculum transition, and aims to provide schools with prompts for consideration when planning and reviewing the curriculum in the core subjects.

For support and ideas on emotional preparedness for transition see the guidance document:

Guidance to Promote Positive Emotional Wellbeing and Mental Health during Coronavirus Pandemic and planning for schools to re-open.

In the case of curricular transition, secondary colleagues should also consider the information and strategies in the two documents below:

Gap Minimising During School Closures

Closing Gaps

It is more important than ever that communication between primary and secondary schools be as strong as possible. The usual information sharing should take place, but there may be additional things to consider as regression and gaps are likely to be a greater issue than in a 'normal' year.

Please note: relevant information should only be shared with appropriate organisations. Specific information about student X should only be shared with student X's secondary school and only if it is appropriate to do so to ease X's transition to secondary school.

Approach to Remote Learning

As a result of school closure and a move to remote learning, schools have opted for a variety of approaches to best serve their students.

Many schools are employing a holding and consolidating approach to learning, while others are operating a continued curriculum approach or continued with some alterations.

Primary and Secondary Partner Schools may wish to discuss How primary schools have approached learning during the closure:

 Hold and consolidate  Continued curriculum  Continued curriculum with some alterations  Another method

Secondary Schools may wish to

 Record teaching and learning approach to remote learning for each Primary Partner school and the students associated with that method. For example, if 90% of the new Y7 cohort have followed a hold and consolidate programme and the other 10% continued with their Y6 curriculum, this may impact significantly on starting points for the Y7 curriculum for those students.  Learning science suggests that learning via computers is less effective than in the classroom. Consider strategies for assessing the effectiveness of remote learning for Y6 students to aide planning for potential Y7 curriculum changes by reviewing baseline procedures.  Ensure relevant departments have relevant curriculum information for their subject and consider reviewing and amending subject specific curricula.  Consider catch up/ gap closing strategies that may be most appropriate for the cohort.  Consider reviewing your approach to setting.

In some cases, schools may have adopted different learning approaches for different student groups, depending on their educational or social needs. For example, some students may have received paper based work, when the majority had electronically based work, or some may have had a reduced curriculum.

Primary and Secondary Partner Schools may wish to discuss

 If primary schools have adapted their strategy for individuals or groups of year 6 students.  How the approach was adapted, for which individuals and groups and any reasoning behind the adaptation.

Secondary Schools may wish to

 Consider planning for additional intervention for these students.  Provide additional resources or equipment for these students if available.

Some pupils may not have engaged with work set by their schools. This could create additional issues when they join Y7.

Primary and Secondary Partner Schools may wish to discuss

 Whether any Y6 pupils/students have not engaged well with home learning.  What actions have been taken to address this?  Any strategies which have proven more successful with an individual.

Secondary Schools may wish to

 Consider an enhanced transition for these students (alongside that offered to other vulnerable children at transition (see Appendix 1).  Consider assigning pastoral and or academic mentors to these students and identifying a support plan in preparing for and during Y7.

Things to consider

Different secondary schools may follow different curriculum pathways in much the same way as primary schools.

Different schools may place a greater emphasis on different skills when a student arrives in Y7.

As the summer term progresses, would it be advantageous for students if their secondary school set and collected some tasks which would help secondary staff familiarise themselves with student knowledge and skills? Ideas and examples for English, mathematics and science can be found in the relevant subject areas.

Would it be beneficial for students if secondary schools set some tasks around particular skills and knowledge they require at the beginning of Y7?

This could be a useful strategy to consider for all those involved. It could provide opportunities for secondary teachers and students to get to know each other, thus reducing the anxiety some students experience around moving to high school, while simultaneously allowing secondary teachers to prepare for Y7 with a greater knowledge of their new students' abilities.

At the same time, this process could free up some time for Y6 teachers to plan for closing any curriculum gaps or any interventions they anticipate as a result of school closures, for the new cohort of Y6 students in the autumn term.

Primary and Secondary Partner Schools may wish to discuss If it would be beneficial for  Secondary schools to set some learning or recall tasks for the Y6 students moving to that school.  Secondary schools to set tasks for Y6 students based on key concepts, knowledge and skills they would expect / be using at the beginning of Y7.  Secondary schools to provide orientation and familiarisation activities - accessible / fun curriculum based tasks set via short videos. For example, tasks based around maps of the school such as planning routes from one area to another.

A secondary school's response to Y6 to Y7 transition may vary from department to department depending on how great the impact on learning required for that subject has been as a result of school closures. It is important that schools are flexible in their approach to ensure focus is on ensuring students' needs, emotional and academic are catered for as well as possible. The additional information for English, Mathematics and Science presented in this document reflects the potential need for slightly different approaches and styles.

Mathematics - Additional Information

Both Primary and Secondary schools are free to choose or design their own curriculum. Therefore, there are a variety of curricula.

Currently, the three most widely followed schemes/ mathematics curricula followed by primary schools in Lancashire are:

 LAPS – Lancashire's Learning and Progression Steps  White Rose Mastery  Maths No Problem (Mastery)

If a school is operating a holding and consolidating approach, they are likely to have completed the full autumn term and the majority of spring 1. Holding and consolidation work is likely to focus on those areas of mathematics covered in the autumn and early spring terms.

Primary schools operating different curricula may have covered slightly different content and are likely to have used different pedagogical approaches.

Further information about the content coverage for each of the curricula mentioned above can be found in the appendices.

Appendix 2: LAPS – Lancashire's Learning and Progression Steps

Appendix 3: White Rose Mastery

Appendix 4: Maths No Problem

To ensure efficient transition for students, mathematics departments should take into account both the content coverage and the pedagogical strategies employed by primary partner schools.

Both White Rose and Maths No Problem use the pedagogical premise of "Concrete, Pictorial, Abstract" which is yet not a widely adopted approach in secondary schools.

Primary and Secondary Partner Schools may wish to discuss

 The curriculum model employed by the primary school.  If coverage varies from that expected in the autumn term and spring 1.  What primary schools have asked Y6 students to focus on since school closure?  If a school continued with the planned curriculum, what the students have covered since remote learning began. Are there any topics Primary colleagues feel students have found more difficult than others?  What pedagogical approaches have been used to introduce new concepts?  The particular strategies and procedures students may be using for key skills required in Y7. For example in Maths No Problem, strategies such as the worded method may not be familiar to secondary colleagues.

NOTE: Secondary colleagues should also consider how they will assess the skills and competencies of the Y6 students as they enter Y7. It will not be appropriate to give students a formal 'test' if they have had very little recent 'in school' learning.

It may be more appropriate to liaise with primary colleagues requesting examples of student work if available, or to set short activities and tasks to be carried out over the summer term that would afford secondary colleagues information on the key concepts and skills they require of a new Y7 cohort. Examples of key knowledge and skills and possible questions to assess students' acquisition of said knowledge and skills can be found in Appendix 5.

This would also enable departments to plan interventions and adaptations to curricula more effectively.

Secondary Schools may wish to consider the following

 Are pupils from different primary schools likely to arrive in Y7 having covered similar content?  Are they likely to understand similar concepts?  Are there any key skills or knowledge we would expect new Y7 students to have which may be missing?  Do we need to adjust our Y7 curriculum to accommodate this? If so, what adjustments are needed?  Are there tasks or activities we could use/ send to Y6 students to 'level the playing field'?  What interventions/ gap closing strategies might we need to employ?

Possible next steps

 Initial contact between Primary and Secondary schools  Sharing of key curricula and pedagogical information  Secondary school collates information from primary partners to identify: o Common coverage and pedagogies from Partner Primary Schools o Differences in coverage and pedagogies o Pedagogical approaches which can be built on to support learning in Y7 o Potential gaps for different groups of students o Potential impact on planned Y7 curriculum o Any students who may require additional support due to lack of engagement or other issues as a result of remote learning o How well Y6 students have grasped the concepts, knowledge and skills they have covered during the remote learning period o How well Y6 students have retained prior learning and skills.  Identify actions required, appropriate assessment opportunities and tasks, such as intervention plans, alterations to curriculum, alterations to setting procedures, use of tasks or activities, any CPD required around unfamiliar primary pedagogies.  Implement actions  Review progress and identify next steps

Potential Resources to Support Transition in Mathematics

Things to keep basic skills alive and to keep students thinking:

 Number of the week (Year 6): A weekly resource produced by the Lancashire Primary Mathematics Team, focused on keeping students basic number skills fresh.  KS2 Puzzle: A weekly puzzle posted by the Lancashire Primary Mathematics Team  Transum Starter of the Day: starter activities to keep students thinking and using basic skills. This link takes you to the index of starters so you can assign specific starters should you wish to.  Nrich: Some activities based around number, but with a bit of reasoning Shape times shape; Mystery Matrix; Four Go.  DfE Transition Unit: This is an old resource, but some of the tasks and activities could be useful to keep student skills alive.  Lancashire Key Topic Question Bank: A set of editable questions focused on key Y6. Each set of questions relates to a specific learning intention and is set a 3 different levels. It is intended that you would select the questions you wish to use with students to assess their understanding and skills against the learning intention. (Appendix 5)

Challenge Activities and Questions

 UKMT are currently (during COVID 19 Closures) giving away their past paper question booklets as downloads free of charge. Some of these questions may be appropriate as challenge question for Y6 students as well as Y7 and 8 students.  Transition Task: The Dog and Deer Problem. This task involves students using problem solving skills. Students need to break down the problem into smaller tasks. At a very superficial level, a student could work out a very basic answer, however there is potential for work on estimation, calculation, geometry and algebra in this task. (Appendix 6)

Transition Project:

 The 'old' Lancashire Spirals Project could be used with Y6 students. All the teacher resources are available including slides. To bring it more up to date, and to help students get used to / meet their high school teachers, teacher input could be provided by secondary school teachers via short video clips. (See Appendix 7)

Parental involvement

 Can secondary schools provide parents with information about key skills and knowledge students can/ should practice during the summer break?  This could include activities and or websites to consolidate knowledge and skills.

Science - Additional Information

The most widely followed scheme/Science curriculum followed by primary schools in Lancashire is currently:

 Inspiring Science – Lancashire's published schemes of learning and support materials

If a school is operating a holding and consolidating approach, they are likely to have completed the full autumn term and the majority of spring 1. Schools have autonomy in deciding the order in which topics are taught, and, as you can see from the National Curriculum Programme of Study for year 6, the topics are discrete. Many primary schools will teach these topics through a thematic approach although a growing number are beginning to deliver Science as a discrete subject.

The table below is designed to give you a means of RAG rating the coverage of the year 6 science topics after speaking with your primary feeder colleagues and to help map that content against your key stage three curriculum. Once that is complete, you will be better informed to make judgements around any necessary curriculum changes for the academic year 2020-2021 for your new starters.

Year 6 Content Where it fits Y7 curriculum RAG Taught in best with KS3 adjustments Y6? curriculum needed Living things and their habitats  Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals  Give reasons for classifying plants and animals based on specific characteristics. Animals including humans  Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood  Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function  Describe the ways in which nutrients and water are transported within animals, including humans. Evolution and inheritance  Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago  Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

 Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Light  Recognise that light appears to travel in straight lines  Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye  Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes  Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. Electricity  Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit  Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches  Use recognised symbols when representing a simple circuit in a diagram.

For more detail around the statutory guidance and further information about each topic, see Appendix 8

Potential Resources to Support Transition in Science

One way of helping students with their transition to year 7 could be improve their confidence in the science taught at year 6 using the following links. These are external sites so please feel free to check them before sharing with your future year seven students. https://www.stem.org.uk/primary-science

STEM. A one-stop site containing all KS2 topics sorted by year group – direct your new students to the Y6 topics. Each topic contains links, games, presentations and videos https://www.bbc.co.uk/bitesize/tags/zncsscw/year-6-and-p7-lessons/1

Daily lessons from BBC Bitesize to support the topics taught in year 6. Many primary schools have been directing their students to these daily lessons https://pstt.org.uk/resources

Primary Science Teaching Trust – have to sign up to their mailing list to receive the resources. https://www.teachitprimary.co.uk/science-resources

A collection of resources to match the topics from KS1 and KS2. Easy to find resources by topic, includes PowerPoints, Word and PDF documents – many free now. https://www.outstandingscience.co.uk/

Some free resources for each topic in year 6 to add to your collection http://www.schoolscience.co.uk/teacher-zone/resources/free-resources

A collection of links to other sites and resources – an excellent springboard page, hosted by the ASE

English - Additional Information

The need to mitigate the dip in educational standards is an annual focus for year 6 to 7 transition. However, in the current circumstances of sustained school closure, it is more important than ever to consider how to address this dip, as all students will have regressed to some extent, and the gap between advantaged and disadvantaged students will have inevitably increased.

Good annual practice around transition will continue to be important. The English curriculum in every primary school's year 6 will have been designed to build students' reading, writing, and speaking and listening skills as outlined in the national curriculum programmes of study for key stage 2 English, and it is important that English departments are knowledgeable about this.

The specific English curricula followed in both year 6 and year 7 will vary considerably from school to school. Therefore, when considering effective transition, it will be as important as ever for secondaries to find out feeder primaries' English curricula, and in particular the core texts/novels that have driven the English curriculum in year 6. It might also be useful for secondary English departments to have some idea about typical reading and writing tasks that students produced prior to school closure and after school closure, albeit this can pose difficulties when a secondary has a myriad of feeder primaries.

Furthermore, it might be useful for secondaries to consider how successful primary pedagogy might be built into the year 7 curriculum to support core reading and writing skills, and thus smooth transition by providing students with familiar ways of working. Similarly, secondaries would also be advised to consider how their strategy around reading for pleasure might build on primary reading- for-pleasure foundations given the significant impact regular reading has on academic outcomes, and given that many students may have struggled to maintain a regular reading habit in recent times.

What follows are some prompts for consideration on these specific aspects of transition:

A) READING FOR PLEASURE Are feeder primaries able to share information with secondaries about reading for pleasure practices and habits in a way that is both useful for secondaries and not onerous for primaries?

Prior to school closure 1. What regular independent reading for pleasure practices were firmly established in year 6 prior to lockdown? What are the core elements that secondaries need to know?

For example:  How frequently were year 6s expected to read at home?  How was reading logged? How was reading tracked?  Were recommended reading lists given? How were these used?  What was the parental role in reading?  What independent reading was built into curriculum time? What form did this take?  How were struggling readers supported?  How was a wider reading culture celebrated in school?

Since school closure  How has independent reading for pleasure been encouraged and supported?  How have schools overcome issues with students' access to reading material?

Logistics What is the best way of secondaries gathering this information? How might English departments use this information to support reading for pleasure in year 7?

2. How can secondaries build on the reading habits primary colleagues have established, and encourage year 6 to read regularly throughout the summer holidays and into year 7?

 How could secondaries clarify to students and parents reading expectations i.e. how frequently should students be reading, and how much they should be reading? Should students log their reading? If so, what form should this take?  How could schools ensure that all students have access to quality texts, particularly disadvantaged students and SEND students?  Will schools provide students with a reading book that all year 7s will read and complete follow-up activities on in the autumn term? What book will this be? How will this be distributed? How can schools support struggling readers? Could links to audio books be provided? Could teachers record a reading of each chapter of a book that could be posted online for students who struggle to read? Could teacher provide recordings of chapter summaries? Could vocabulary glossaries be provided?  Alternatively, will schools provide reading tasks such as summer reading menus/challenges that provide more open-ended tasks and thus allow more choice? What form should these take?  How could secondaries support parents with their child's reading? What tips could schools provide? How could schools communicate these tips?  How will summer reading be rewarded?

Start of Year 7 Post School Closure  When will reading age tests take place?  Are current whole-school reading interventions fit for purpose? Are systems, time and money suitable for appropriate intervention with students not reading at their chronological age?

SOME IDEAS/ TIPS

Summer  Send a video to upcoming year 7 parents to make connections with families - completely focused on reading. Establish clear expectations with parents about how frequently students should be reading through the summer (E.g. daily reading for at least 20 minutes), what kind of books children should be reading, and why regular reading is important, particularly in light of current circumstances. Ensure expectations are realistic, ‘low-stress’ and achievable given the difficult contexts of some families.  Ensure students have a reading specific summer challenge e.g. a reading 'menu', a number of books/texts to aim to read, etc. Make sure this is accessible and achievable for all.  Ensure all students are able to access appropriate fiction and non-fiction texts through school closure and summer holidays e.g. distribute reading packs, email pdf copies of texts, provide links to free eBooks and audio books etc. Audio copies of teacher readings could be available on the school website/ YouTube links– a short video for every day.  Provide recommended reading lists/website links.  Encourage parents to continue to read with their children if they already do so.  Send regular simple tips to parents about how they can support their child's independent regular reading. Tips could be shared through timely emails, text messages etc. A video on

the website could model these tips as well as just outline them. Simple tips could include questions parents could ask their children about their reading e.g. ask your child about what they remember about their reading, and ask what they think will happen next.  Send a regular weekly bulletin and text message to parents about reading that reinforces good reading habits.  Encourage students to read the same book as a friend or friends and set a date to discuss this – virtually, if social distancing is still in place. Maybe encourage parents to also read the book their child is reading with a set date for discussion. Provide sample family and friend 'book club' discussion questions.  Encourage students to produce an art form that represents them as a reader. They can bring this into school at the start of year 7 as a conversation starter about their reading habits.

Start of Year 7 Post School Closure  Ensure reading for pleasure expectations are firmly established at the very start of year 7 – assemblies, parents' evening, website, emails etc.  Ensure reading for pleasure culture is firmly established at the very start of year 7 – early author visit, free reading packs/books for all, reading competitions, 'welcome to the library' launch, teacher 'read aloud' clubs, book discussions groups etc.  Reward and celebrate summer reading.  Review the whole school reading strategy. Ensure it is robust and all staff are aware of their role. Ensure disadvantaged students are prioritised.  Ensure reading age tests take place promptly and appropriate rigorous intervention is put in place following outcomes.  Ensure all student write reading profiles for their teachers, so teachers begin to understand their students' past reading experiences and views of reading.  Ensure all students have a library induction.

B) CURRICULUM AND PEDAGOGY Are secondary English departments able to build in primary pedagogical practices that underpin the successful teaching of reading and writing at key stage 2 to smooth transition in English, thus providing an effective and familiar way of working?

1. What regular pedagogical practices were firmly established in year 6 prior to lockdown?

Prior to school closure

A unit of English work in year 6 often focuses on an immersive reading phase in which students develop their reading skills and knowledge of vocabulary, whilst also learning about how texts are structured, characters/language are developed and how language is used for effect. This reading phase then informs the explicit writing phase of the unit.

Thus, at key stage 2, learning is commonly sequenced to ensure that students are appropriately supported TOWARDS independence. Lots of explicit modelling, appropriate scaffolding and low- stakes student practice occurs prior to students reading independently and producing extended writing pieces independently.

A typical sequence of learning is often as follows:

 Phase 1 – Creating interest in the topic/ content of the novel  Phase 2 - Immersion in reading various short texts/ a longer novel – with explicit teaching of reading skills across the different key stage 2 reading domains (p7). Lots of close reading for meaning focused on analysis and understanding of vocabulary, and lots of modelled and supported whole class reading.  Phase 3 – Generating ideas for extended writing piece – informed by reading phase.  Phase 4 - Developing specific writing skills Lots of supported low-stakes short writing activities to practice and develop writing skills at: o Word level o Sentence level o Whole text level  Phase 5 - Drafting phase. Extended writing written in sections with appropriate scaffolding and support as required.  Phase 6 - Editing/proofreading phase of work produced.  Phase 7 – Independent write. Students complete own extended writing piece.

 How are secondaries able to implement a similar reading into writing approach in year 7? Would this be in term 1 only?

Since school closure  How frequently have students completed reading tasks?  What type of reading tasks have been set?  How has the reading of texts been supported?  How frequently have students completed writing tasks?  What type of writing tasks have been set?  How have writing tasks been supported?

Logistics What is the best way of secondaries gathering information about typical reading and writing approaches/tasks at key stage 2? How might English departments use this information to support transition in year 7?

2. How can secondaries support reading and writing skills in the first term of year 7 and thereafter?

THE CURRICULUM – PROMPT QUESTIONS  What summer transition booklets/projects/tasks will develop 'readiness' for the year 7 English curriculum?  What form might taster session/ English induction lessons take to develop 'readiness' for the whole school curriculum?  What amendments will need to be made to the overall year 7 curriculum plan to really support the needs of the incoming year7?  Is the first term's unit of work appropriate in its current form? What reading and writing skills will need to be foregrounded specifically in the year 7 curriculum in light of school closure? What texts might need a more sensitive approach given the issues they cover and the trauma some children will have faced?  How will specific schemes of work need to be amended to really support the needs of the incoming year7?

 How will the specific needs of disadvantaged students and SEND students be accommodated? How might one-to-one tuition be best employed?  How and where in year 7 can secondaries echo the reading into writing sequence and the supportive pedagogy that students in year 6 will be familiar with to support independence in reading and writing?  What baseline pieces will year 7 need to complete at the beginning of the academic year to inform teaching?  What intensive intervention might be appropriate for students who have been severely disadvantaged by school closure?  How can formative assessment be used best in the first half term to support the needs of the incoming cohort?

Some ideas/ tips  Consider appropriate induction/taster lessons. Focus on ensuring English at secondary is demystified and students feel welcome e.g. A virtual typical English lesson; letters from current students to upcoming year 7s; video post on the school website: 'Welcome to English' explaining what year7 s learn about in English and how they learn.  Consider summer transition projects that help craft 'readiness' for the year 7 curriculum that all students have the resources to complete with little or no supervision. Different schools will have different approaches depending on their cohort and year 7 curriculum. Also, it will be important to ensure that disadvantaged students are not further disadvantaged by being unable to complete summer projects that are essential preparation for term 1 learning.

Some typical summer transition work: o Reading of the novel that will be explicitly taught in year 7 term 1 (with accompanying booklet resources containing questions and tasks). o Research project related to term 1 class text e.g. find information about the author, reading of sample chapters and accompanying tasks, key vocabulary exploration, reading of contextual information/articles related to the text. o 'Introduction to Literature' project – short reading and writing tasks to introduce students to some key authors they will encounter at secondary school. o Vocabulary investigation project

Consider the suitability of projects such as these for all.

 Build in a short questionnaire to any 'induction' English lessons to gain a snapshot about each student and their thoughts about English. Include such questions as: o Which books do you remember the teacher reading to you in class in year 5 and 6? o Which is your favourite book ever and why? o What is the piece of Year 5 or 6 writing you were most proud of producing and why?  Review the suitability of the year 7 curriculum, particularly the first term. Foreground regular reading and writing skills. Also, consider what SPAG knowledge it will be important to consolidate with students.  Carefully consider whether all taught texts are suitable, or might need to be handled with extra sensitivity given the traumatic experiences of some families during school closure.  Review the suitability of baseline pieces in year 7 to provide useful high quality diagnostic information to understand how to best support every learner.  Review intervention practices and consider how those most disadvantaged might be best supported to achieve through intensive intervention.

 Give careful consideration to setting and whether the timing of planned set movements is appropriate.  Ensure whole class reading builds on the good practice of primary colleagues. Build lots of supported regular reading into schemes, where the teacher explicitly teaches core reading strategies as appropriate. Gradually remove support and scaffolding when appropriate.  Ensure extended writing builds on the good practice of primary colleagues. Rather than making all students write extended pieces independently from the start of year 7, ensure quality extended writing is explicitly taught and appropriately supported, with lots of modelling and shared practice. Gradually remove support and scaffolding when appropriate.  Review pedagogy in light of social distancing e.g. logistics for paired/group talk, drama, live marking and one-to-one support in lessons.

Potential Resources to Support Transition in English

READING

Free eBooks/audio books are available on the following websites:

 LANCASHIRE LIBRARIES (if students have a library card)

 Audible - Currently various free audio books for young people.

 Kindle app

 Open library

 MyOn has made lots of fiction and non-fiction eBooks available - suited to developing readers. Some classics as graphic novels are available i.e. Macbeth, A Christmas Carol.

 Epic! American company aimed at readers under 12, but might be useful for students whose reading age is below their chronological age. Is a subscription site but it's offering free access until the end of June.

Worldbookday and lovereading4schools might support students who are not sure what to read

APPENDIX 1

Ideas for an enhanced transition for vulnerable children

This may include those children who are identified as not having been able to access learning during the closure period.

In most instances vulnerable children benefit from an opportunity to build deeper relationships prior to transition; to learn new routines in readiness and to be clear about new or different expectations.

Some helpful activities can be:

 Buddying- through either a peer or a key worker. In this context it may be a virtual buddy who sends welcome postcards, video clips or takes part live online sessions (with adult supervision) to give chance for questions to be asked or reading stories  Virtual worry boxes- Emails, recorded messages to submit questions alongside structured activities to complete at home and then discuss over the phone or in person (in small group or 1:1 setting) on a visit to the new school. See example activities here.  Drop off packs of pupil friendly school information and follow up with a phone call, doorstep visit to see what questions might arise. Include some fun, engaging activities, welcome cards etc. in the pack.  Visits to high school in the summer term (if Government guidance allows) to include opportunities to take part in circle time discussions (small groups), meet key staff, visit safe places, practising or modelling some common routines e.g. lunchtime arrangements. Use this as an opportunity to find out perceived strengths and weaknesses. This can be followed up by tailored messages and activities posted home or dropped off at home. If visits are not possible, tailored messages and activities based on pen portraits or phone contact should be possible.  Arrange a virtual weekly check in with a friend or key worker in the last few weeks of the summer term. Each session has a focus for discussion alongside icebreaker/ circle time style activities and opportunities. One week might look at uniform and bag packing and be followed up with a target to practice this over the week. Another week might look at the journey to school  Identifying support that the family may need and benefit from to build a relationship with the family as well as the child. If the family obtain food parcels, might these be delivered by the new school in the last few weeks of the summer term?  Set some weekly sports challenges or craft, cooking related (personal to the child) and encourage them to share these with both schools- photos emailed in, using social media  Are there children who would engage with learning if they had the right technology? Could IPad schools provide the resource early to enable some work to be undertaken in the summer term?

The suggestions above may need to be modified in the light of changing Government advice.

APPENDIX 2

LAPS students are likely to have covered the following in the autumn term, but may have slightly different coverage in spring 1 (not included):-

(Taken from LAPS Y6 Autumn term)

Number

 Count forwards or backwards in steps of powers of 10 from any number up to 10 000 000  Read, write, order and compare numbers up to 10 000 000 and determine the value of each digit  Identify the value of each digit to three decimal places  Round decimals with three decimal places to the nearest whole number e.g. 327.702 rounds to 328  Round decimals with three decimal places to the nearest tenth e.g. 327.702 rounds to 327.7  Recognise and solve calculations that involve known or related facts e.g. 0.62 + 0.38 using knowledge of 62 + 38 = 100  Recognise that the numbers in calculations can be reordered to make calculating more efficient e.g. 54 – 65 + 39 becomes 54 + 39 – 65 and use this strategy where appropriate  Recognise calculations that require mental partitioning e.g. 6584 – 2360 or 873 + 350 and use this strategy where appropriate  Add and subtract whole numbers up to 10 000 000 Round numbers to an appropriate power of 10 e.g. 23 567 + 8214 + 345 210 becomes 24 000 + 8000 + 345 000 Identify common multiples of two numbers  Identify common multiples of three or more numbers  Use partitioning to double any number, including decimals to three decimal places.  Use partitioning to halve any number, including decimals to three decimal places where all the digits are even e.g. halve 24.682  Use knowledge of place value and multiplication facts to divide related decimal numbers where the divisor is scaled down e.g. 32 ÷ 0.8 = 40  Multiply a number with one decimal place by a single digit e.g. 34.3 x 8  Multiply a number with two decimal places by a single digit e.g. 45.38 x 7  Divide a 3-digit number by a 2-digit number

Fractions, Decimals, Percentages, Proportion

 Compare two fractions or mixed numbers by using common multiples to express the fractions in the same denomination  Know that: 35 is 0.6 or 60% 13 is approximately 0.33 or 33.3% 23 is approximately 0.66 or 66.6% 18 is 0.125 or 12.5%  Use the fact that 18 is 0.125 or 12.5% to derive decimal and percentage equivalents for 38 , 58 and 78  Calculate decimal fraction equivalents by scaling up from the decimal equivalent of the unit fraction e.g. 18 is 0.125 so 38 is 0.125 x 3 = 0.375  Add two fractions by converting both into fractions with a common denominator  Subtract two fractions by converting both into fractions with a common denominator  Find 1% of an amount by dividing by 100 or by dividing 10% of the amount by 10  Find 5% of an amount by dividing 10% by 2 (finding half of 10%)

 Use concrete materials or pictorial representations to show scaling up or down to find missing values e.g. 4 people eat 350g of pasta, how much pasta is needed for 12 people?  Use concrete materials or pictorial representations to share a single digit to a given ratio e.g. a total of 5 sweets in the ratio of 2:3 (2 sweets for you and 3 sweets for me)  Use concrete materials or pictorial representations to share amounts to a given ratio where the total is a multiple of the sum of the parts (a ratio of 2:3 has 5 parts) e.g. 25 sweets in the ratio of 2:3 would be shared as 10:15  Identify the multiplicative relationship between corresponding sides of similar shapes  Use the multiplicative relationship for corresponding sides to calculate the lengths of missing sides

Algebra

 Express a given one-step word problem algebraically e.g. I think of a number and subtract 15. My answer is 12. What is my number? a – 15 = 12  Express a given two-step word problem algebraically e.g. Megan has two boxes. There are m counters in each box. She puts all her counters together in a pile and then removes five of them. Write an expression for the number of counters that are in the pile now 2m – 5 or m + m – 5  Find pairs of missing numbers to complete an equation where a total is given e.g. 2g + w = 10  Find pairs of missing numbers to complete an equation with addition and/or subtraction e.g. 235 + ? = ! – 190  Describe the relationship between the pairs of numbers used to solve the equation e.g. 235 + ? = ! – 190 the missing numbers have a difference of 425 which is the same difference between 235 and -190  Identify numbers to complete an equation with multiplication and/or division e.g. ? x 6 = 18 x !  Describe the relationship between the pairs of numbers used to solve the equation e.g. ? x 6 = 18 x ! the missing number on the left of the = sign is 3 times greater than the missing number on the right of the = because 18 is 3 times greater than 6

Shape, Space and Measures

 Complete a given shape by drawing one angle of a given size and one side of a given length  Identify nets that create 3-D shapes and ones that do not  Draw the net of a cube in different ways  Draw the net of a variety of cuboids in which the end faces are square  Draw the net of a variety of cuboids in which no faces are square  Recognise that vertically opposite angles are equal  Calculate missing angles where two straight lines meet and one angle is given  Find missing angles in triangles where two angles are given  Find missing angles in isosceles triangles where one angle is given  Interpret pie charts by directly comparing the size of the segments  Identify halves, quarters and thirds of a circle including in different orientations  Relate the proportion (including percentage) of the circle to the proportion of the total where the segments are halves, thirds and quarters  Convert between different units of time where long division is required e.g. how many days is 356 hours?  Understand and use approximate equivalences between miles and kilometres when given the conversion graph or conversion fact that 5 miles ≈ 8km

 Find the perimeter of different rectangles that have the same area  Derive the area of a parallelogram by relating it to a rectangle with the same width and vertical height  Calculate the area of parallelograms  Know the formulae for the area of: rectangles (including squares) is length x width and how this relates to the area of parallelograms as base x height  Know the formulae for the area of: rectangles (including squares) is length x width and how this relates to the area of triangles as ½ (base x height)  Know the formulae for the volume of cuboids (including cubes) is length x width x depth  Calculate and compare the volumes of different cuboids (including cubes) where the dimensions of the cuboids are in the same unit

APPENDIX 3

White Rose students would have covered the following in the autumn term and spring 1:-

Number

 Read, write order and compare numbers up to 10 000 000 and determine the value of each digit  Round any whole number to a required degree of accuracy  Use negative numbers in context and calculate intervals across zero  Perform mental calculations including with mixed operations and large numbers  Use their knowledge of the order of operations to carry out calculations invovling the 4 operations  Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why  Identify common factors, common multiples and prime numbers  Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy  Multiply numbers up to 4 digits by a 2 digit whole nuber using the formal written method of long multiplication  Divide numbers up to 4 digits by a 2 digt number using long division, and interpret remainders as whole number remainders, fractions or by rounding as approrpate for the context  Divde numbers up to 4 digits using the formal written method of short division, interpreting any remaiders accoring to te context  Solve number ad practical problems

Fractions, decimals and Percentages

 Use common factors to simplify fractions; use common multiples to express fractions in the same denomination  Compare and order fractions, including fractions >1  Identify the value of each digit in numbers given to 3 d.p.  Multiply and divide numbers by 10, 100 and 1000 giving answers up to 3 d.p.  Multiply 1 digit numbers with up to 2 d.p. by whole numbers  Use written division methods where the answer has up to 2 d.p.  Solve problems which require the answer to be given to a specified degree of accuracy  Associate a fraction with division and calculate decimal fraction equivalents  Recall and use equivalences between simple fractions, decimals and percentages including in different contexts

APPENDIX 4

Maths No Problem students would have covered the following in the autumn term and spring 1:-

Number  Reading and writing numbers to 10 000 000  Comparing numbers to 10 000 000  Round numbers to 10 000 000 to the nearest million, hundred thousand and thousand; round numbers to the nearest appropriate number up to and including millions; determine when rounding is appropriate and to which value  Use multiple operations; use the order of operations  Multiply 3 and 4 digit numbers by 2 digit numbers using regrouping and renaming, number bonds, column method and pattern recognition as key strategies  Estimate the product of a 3 or 4 digit number multiplied by a 2 digit number; use knowledge of multiplication to create specified products  Divide 3-digit numbers by 2-digit numbers using a variety of strategies; to use number bonds, long division and bar models to facilitate division by 2-digit numbers  Divide 4 digit numbers by 2 digit numbers using place value and long division and short division as the key strategies  Divide 3 and 4 digit numbers by 2 digit numbers giving rise to a remainder; represent the remainder as part of a whole amount of money or decimal  Solve multiplication and division problems  Use the bar model to represent and solve multiplication and division problems  Find common multiples in real life situations; use common multiple in the context of problems and time  Find common factors; find the largest common factor of 3 digit numbers  Use prime numbers to create other numbers; identify prime numbers using multiplication and division

Fractions, Decimals, Percentages

 Use concrete materials to simplify and represent fractions  Simplify fractions using division and common factors  Compare and order fractions using common denominators  Compare and order fractions using common factors  Add and subtract fractions with different denominators  Add and subtract mixed numbers including with different denominators; subtract from the whole and add the remainder back on  Multiply fractions using pictorial and abstract methods  Determine if the commutative law applies to fractions  Use concrete materials to understand and solve the multiplication of fractions; to simplify equations using pattern blocks  Divide a fraction by a whole number; use pictorial representations to divide a whole number into fractions  Divide fractions by whole numbers using concrete materials and pictorial representations; to divide fractions when the numerator and divisor are not easily divisible.

 Read, write and order decimal to thousandths  Divide whole numbers by larger whole numbers; use base 10 materials; divide whole numbers that give rise to decimals  Calculate decimal fraction equivalents; convert fractions into decimals using bar models and long division  Multiply decimals by whole numbers, including those >1; use partitioning , the worded method, regrouping and renaming as key methods  Divide decimals using bar models, number bonds, regrouping and renaming and long division as key methods  Multiply a decimal by a 2 digit number using number discs and the column method  Divide a decimal by a 2 digit number using number bonds and the worded method

Shape, Space and Measurement

 Convert common measurements into metres, centimetres and millimetres  Convert units of measure into different units; to use knowledge of decimals and fractions to help convert units.  Convert metres into kilometres as units of measure  Convert units of mass from grams to kilograms using decimals and fractions  Convert units of volume from millilitres to litres  Convert units of time from minutes to hours; to represent time using 24-hour notation

Solve worded problems using the strategies and concepts covered.

APPENDIX 5

Year 6 Key Topic Question Bank

APPENDIX 6

Transition Tasks

APPENDIX 7

Lancashire Transition Project

Appendix 8

Year 6 Science Programme of Study

Living things and their habitats

Statutory requirements

Pupils should be taught to:

 Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals  Give reasons for classifying plants and animals based on specific characteristics.

Notes and guidance (non-statutory)

Pupils should build on their learning about grouping living things in year 4 by looking at the classification system in more detail. They should be introduced to the idea that broad groupings, such as micro-organisms, plants and animals can be subdivided. Through direct observations where possible, they should classify animals into commonly found invertebrates (such as insects, spiders, snails, worms) and vertebrates (fish, amphibians, reptiles, birds and mammals). They should discuss reasons why living things are placed in one group and not another. Pupils might find out about the significance of the work of scientists such as Carl Linnaeus, a pioneer of classification. Pupils might work scientifically by: using classification systems and keys to identify some animals and plants in the immediate environment. They could research unfamiliar animals and plants from a broad range of other habitats and decide where they belong in the classification system.

Animals including humans

Statutory requirements

Pupils should be taught to:

 Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood  Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function  Describe the ways in which nutrients and water are transported within animals, including humans. Science – key stages 1 and 2

Notes and guidance (non-statutory)

Pupils should build on their learning from years 3 and 4 about the main body parts and internal organs (skeletal, muscular and digestive system) to explore and answer questions that help them to understand how the circulatory system enables the body to function. Pupils should learn how to keep their bodies healthy and how their bodies might be damaged – including how some drugs and other substances can be harmful to the human body. Pupils might work scientifically by: exploring the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and health.

Evolution and inheritance

Statutory requirements

Pupils should be taught to:

 Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago  Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents  Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Notes and guidance (non-statutory)

Building on what they learned about fossils in the topic on rocks in year 3, pupils should find out more about how living things on earth have changed over time. They should be introduced to the idea that characteristics are passed from parents to their offspring, for instance by considering different breeds of dogs, and what happens when, for example, Labradors are crossed with poodles. They should also appreciate that variation in offspring over time can make animals more or less able to survive in particular environments, for example, by exploring how giraffes’ necks got longer, or the development of insulating fur on the arctic fox. Pupils might find out about the work of palaeontologists such as Mary Anning and about how Charles Darwin and Alfred Wallace developed their ideas on evolution. Note: At this stage, pupils are not expected to understand how genes and chromosomes work. Pupils might work scientifically by: observing and raising questions about local animals and how they are adapted to their environment; comparing how some living things are adapted to survive in extreme conditions, for example, cactuses, penguins and camels. They might analyse the advantages and disadvantages of specific adaptations, such as being on two feet rather than four, having a long or a short beak, having gills or lungs, tendrils on climbing plants, brightly coloured and scented flowers.

Light

Statutory requirements

Pupils should be taught to:

 Recognise that light appears to travel in straight lines  Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye  Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes  Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

Notes and guidance (non-statutory)

Pupils should build on the work on light in year 3, exploring the way that light behaves, including light sources, reflection and shadows. They should talk about what happens and make predictions. Pupils might work scientifically by: deciding where to place rear-view mirrors on cars; designing and making a periscope and using the idea that light appears to travel in straight lines to explain how it works. They might investigate the relationship between light sources, objects and shadows by using shadow puppets. They could extend their experience of light by looking a range of phenomena

28 including rainbows, colours on soap bubbles, objects looking bent in water and coloured filters (they do not need to explain why these phenomena occur).

Electricity

Statutory requirements

Pupils should be taught to:

 Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit  Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches  Use recognised symbols when representing a simple circuit in a diagram.

Notes and guidance (non-statutory)

Building on their work in year 4, pupils should construct simple series circuits, to help them to answer questions about what happens when they try different components, for example, switches, bulbs, buzzers and motors. They should learn how to represent a simple circuit in a diagram using recognised symbols. Note: Pupils are expected to learn only about series circuits, not parallel circuits. Pupils should be taught to take the necessary precautions for working safely with electricity. Pupils might work scientifically by: systematically identifying the effect of changing one component at a time in a circuit; designing and making a set of traffic lights, a burglar alarm or some other useful circuit.