Key Stage 3 is an underestimated crucial period in children’s lives. It is a time of transition which requires a sensitive approach and committed monitoring by parents. It has been an area of study for some years now, with researchers seeking to explain the reasons behind slumped performance and general attitudes of indifference amongst 11 to 14 year olds. It has transpired that there may be a variety of reasons and causes behind this; however the good news is that there are also a number of practical methods for targeting and resolving it.
It has come to the attention of many in the teaching profession that the transition from Key Stage 2 to Key Stage 3 is being dealt with increasingly effectively. This includes the induction procedure at the start of year 7, which is aimed at helping students settle in to their new environment. Nevertheless, the issue of disillusionment and apathy towards school still seems to peak in year 8 when most students are twelve years old. A study entitled “Transition and Progression within Key Stage 3” produced by the Department for Education and Skills highlights that year 8 “is sometimes seen as a stop-gap year” meaning the “excitement” of year 7 has worn off and children are most susceptible to disengagement. “There is a danger that, if left without support, these pupils will be caught in a downward spiral that is difficult to escape”, so the study.
It is therefore the ideal time to intervene and remedy any early signs of demotivation. It appears to be the case that years 10 and 11 receive so much of the attention and are seen as so key to secondary school education that years 7, 8 and 9 are forgotten under the radar. This is the biggest mistake to make. How can pupils be prepared for the arduous years of GCSEs to come if they are not receiving the attention and help they need to build the basic foundations of their secondary education?
Bridging the transition from primary to secondary school maintaining a close eye on pupil progress throughout Key Stage 3 is what we believe in. Negligence in any step of the way is thus avoided, paving the way for a more rounded and whole learning process.
Excel in Key Subjects is unique in this. Our thorough diagnostic and alignment procedure allows every individual student to be fully assessed and a solid picture of their strengths, weaknesses and most suited style of learning to be captured. This reintroduces the component of personal or custom-made learning which has been missing in most secondary schools for a long time. A personalised programme aids Key Stage 3 students in shaking off feelings of confusion, demotivation or disgruntlement with their learning. It helps keep them on tight course and prepares them for the testing GCSE years to come. We work closely together with parents to communicate and review each child’s learning and progress, which has proven fundamental in building solid grounding for any child’s education.
We would love to hear your views on Key Stage 3 learning, so please feel free to post your comments below.
If you have any questions relating to the topics raised in this post or if you would like to speak to a member of our advisory team about any education-related matter, please feel free to contact us through the following mediums:
Tel 020 7112 4832