We work closely with our partner primary schools, especially our seven Roman Catholic partners, to deliver a KS2-KS3 transition programme that sets out to ensure that Year 7 students build on their knowledge and skills from primary school, are “secondary ready” and continue to make personal and academic progress.

 

Our seven Roman Catholic partner primary schools are:

 

1. Holy Infant & St Anthony R C Primary School
2. St Brendan's R C Primary School
3. St Columba’s R C Primary School
4. St John the Evangelist RC Primary School
5. St Joseph’s R C Primary School
6. SS Osmund & Andrew’s R C Primary School
7. St Thomas of Canterbury R C Primary School

 

Our KS2 – KS3 transition programme sets out to achieve the following:

 

• Ensure that the current Year 7 curriculum builds on knowledge and skills obtained by students during KS2.
• Ensure that Year 7 teachers really know what is taught in Year 6.
• Ensure shared and/or cross moderation of students work and schemes of learning exists between stakeholders in both phases.
• Continue to ensure that the students who join our community are effectively supported to make a safe and confident personal transition between KS2 and KS3.

 

Year 6 Induction programme

 

• Key Dates

• Year 6 parent’s information and guidance event *POSTPONED*

Monday 27^th April, 6:30pm at Thornleigh Salesian College

• Year 6 parents and children welcome evening *TBC*

Wednesday 1^st July, 6:30pm at Thornleigh Salesian College

• Year 6 children – Induction Day 1 *TBC*

Thursday 2^nd July, full school day at Thornleigh Salesian College

• Year 6 children – Induction Day 2 *TBC*

Friday 3^rd July, full school day at Thornleigh Salesian College

 

• Transition Information Pack

 

Curriculum continuity and progression

 

This academic year, we have been working in partnership with our seven Roman Catholic partner primary schools to conduct disciplined and collaborative professional enquiry.

 

Staff have been divided into study groups to pursue a strategy that will positively shift learner achievement in an area of learning that is presenting challenge across both phases.

 

The study groups and enquiry questions are:

 

Barrier	Subject focus	Study group members	Enquiry question
Literacy – vocabulary	English	K Sharples (Thornleigh) N Hails (SS Osmund and Andrew’s) H Syddall (St Columba’s) L Cooper (Holy Infants)	Does using vocabulary scales enable disadvantaged students to acquire more tier 2 vocabulary that supports their reading and resulting writing?
Assessment for Learning	Maths	J Poulton (Thornleigh) R Johnston (St John’s) D Marshall (SS Osmund and Andrew’s)	Does using guided problem solving strategies enable middle-high achieving students to respond to multi-mark/step questions with greater depth?
Challenge	Science	E Duffy (Thornleigh) J Lucas (St Brendan’s) J Holding (St Joseph’s)	Does using dual coding to introduce new concepts of learning promote challenge for disadvantaged students?