Bridging Plans from Key Stage Three to Key Stage Four

This booklet from the National Strategies was designed to help mathematics departments plan for effective transition from Key Stage Three to Key Stage Four by creating teaching and learning plans that bridge the key stages.

At the time of writing students would have been aware of how GCSE courses will be different, for example in having an element of assessment by coursework. Many mathematics departments avoid a sense of anti-climax at the end of Year Nine by offering students opportunities that complement or extend the work they have been doing previously. For example, some departments do more extended investigational work in order to deepen students’ mathematical understanding; others make use of computer facilities in order to improve students’ ICT skills and enable them to experience mathematical concepts through a different medium.

The aim of these materials is to suggest additional ways in which students could be helped to make a confident start to Key Stage Four. This is not just about starting GCSE courses early: it is about stimulating students’ interest and keeping them engaged. It is also about creating a sense of moving on, with an expectation of increasing maturity and independence as a learner. The aim should be to develop bridging plans that can be incorporated into a scheme of work and, with appropriate revision, used from year to year.

The booklet includes advice on developing students as independent learners and honing their learning skills as well as four outline bridging projects that could be started in Year Nine and extended and completed in Year 10.

Project 1: Pupil self- assessment
This project adopts an interesting and illuminating approach to involving students in analysing their Key Stage Three test papers and assessing strengths in number, algebra, shape, space and measures and handling data.

Project 2: Making connections proportional reasoning
This project involves teachers and students reflecting together on links across the strands of mathematics.

Project 3: Projects in handling data
Completing a coursework project on handling data was a requirement of GCSE courses. To be successful, students needed to address all stages of the handling data cycle and to produce more extended writing, describing the decision-making process and explaining their reasoning.

Project 4: Developing Geometrical reasoning
There is an increased emphasis at GCSE level on geometrical reasoning, with students expected to be able to write clear reasons for the steps in an argument. This project suggests how to help them meet the challenges involved, at the level appropriate to the needs of different groups. It builds on a Year Nine unit in the Interacting with mathematics in the Key Stage Three series, with ideas for developing into Key Stage Four.