As part of the Opportunity North East programme, the Department will be funding a number of projects seeking to support more pupils to continue to progress well as they transition from key stage 2 to key stage 3. Following the submission of 32 outline proposals from across the region, a smaller number of projects have been shortlisted, and their project leaders are working up full applications ahead of the deadline of 25 October. The strongest projects that are then selected to be taken forward and funded will begin from January 2020. There are three projects that are currently looking for additional schools to include in their proposal. If you are not already involved in a shortlisted project, and may be interested in taking part, please use the contact details below to get in touch.
Legacy Learning Trust
Reciprocal Reading in KS2 and KS3: A systematic approach to reading comprehension instruction, resulting in improved reading outcomes.
Reciprocal Reading (RR) is delivered as a targeted intervention to students who are working below their expected reading age, and who can decode yet struggle to comprehend. Four key strategies (predict, question, clarify, summarise) used during reading instruction promote student metacognitive and cooperative behaviours. Students interrogate texts together and refine their metacognitive ability to read with greater understanding, resulting in improved reading outcomes. EEF evidence shows that students who receive this programme (TA delivered) make 2 months additional progress in reading comprehension and overall reading attainment. This project will be led by the Legacy Learning Trust and training delivered by FFT Literacy trainers between January 2020 and March 2022. Training for staff teams (3-4) will be provided in clusters of 4 schools (Primary/Secondary/Middle/High) who then deliver RR in Years 6-8, in small groups of 4-8 students for 20-30 mins once per week over 20-30 weeks within their year groups. Schools will receive fully funded 2 days external training, 2 half days in-school support, diagnostic tools and all resources. Additionally, each school who completes delivery (Jan20-Mar22) will receive £1000 to take into account staff cover for training and planning during the project. This is an exciting opportunity for schools to work together across transition KS2-3 to ensure that young people maximise their potential to access the curriculum with understanding and succeed in KS2, GCSEs and beyond. For further information or to complete a registration form please contact Maria Cockerill by email email@example.com or telephone 07920468226.
Metacognitive approaches to boost aspiration and achievement for the whole cohort over the KS2 -3 transition period
The EEF rate metacognition and self-regulation as high impact, low cost. Our project, in partnership with Oxford and Durham universities, uses metacognitive approaches to boost aspiration and achievement for the whole cohort over the KS2 -3 transition period, with long term sustainability ensured by a CPD programme designed to embed self-regulation into the curriculum at primary and secondary. The project also links in with further interventions at KS3, KS4 and KS5 as part of our collaboration with Oxford, which progressively prepare a smaller cohort of high ability disadvantaged for achieving high grades at GCSE and A level, and then for Russell Group and Oxbridge application. Please contact Sammy Wright by email Sammy.Wright@southmoormat.co.uk.
Churchill Community College
Talk through transitions
Talk through Transition aims to boost students’ oral language skills through an explicit, coherent and consistent focus on oracy across KS2 and KS3 in participating schools, upskilling schools and teachers to support sustained student progress through primary to secondary transition. Voice 21 will provide a structured teacher development programme for teachers from participating schools, enabling them to collaborate as part of a network and ensure a common approach, activities and language. Teachers will start to introduce and implement oracy techniques in their classrooms (e.g. structures, scaffolds, protocols, etc) in the course of their usual teaching (including preparation for SATs). After completion of SATs, Year 6 teachers would then be given further training to explicitly teach and support children to write, practise and deliver a brief ‘Spark’ speech to an audience, including representatives from the secondary school. Following transition these children would continue to be taught using oracy techniques, which become increasingly embedded, with further ongoing support available from Voice 21 and the Voice North of the Tyne network. During the summer term of Year 7, students will be supported to plan and deliver an ‘Ignite’ speech to an audience including Year 6 teachers, parents and students from feeder schools. Please contact Paul Johnson by email Paul.firstname.lastname@example.org.