Embedding a strong collaborative working ethos across KS2 and 3 teachers in order to ensure successfully building on prior learning.
Teaching and learning planning sessions amongst the Haringey cluster pilots, have encouraged the sharing of pedagogy, looking at MFL teaching techniques and developing a cross-curricular creative approach to planning.
Key areas of work:

• Visits to observe MFL teaching in KS3 and KS2 delivery in other curriculum areas
• Discussions on forms of assessment and testing
• Programme of  visits to Fortismere / APS by Y6 staff and students in summer term

Impact
The project has allowed the two clusters which participated in this project to investigate and experiment with a variety of ideas and systems. Developments are still in the early stages, however, good working relationships have been built alongside and understanding of the different requirements, routines and focus of each Key Stage. The two groups have developed the beginnings of a process which will not only support the transfer of information but also the transition in learning.

Here are some examples of materials produced during this project:
Scheme of work Year 6 (doc, 46KB) 
Planning for Year 6 using 'Kensuke's Kingdom' book (doc, 44KB)    
Language ladder (doc, 27KB)
KS2 language report (doc, 37KB)
Pupils self assessment form (doc, 32KB)  

Effective data transfer across Boroughs
Enfield and Haringey Local Authority have been working togather on delivering a transition conference in Enfield where primary and secondary teachers were invited from both Boroughs.  

As a result of the developing communications, this year secondary schools have an improved understanding of students prior knowledge from both boroughs, which is key given the different stages schools are at in the implementation of the KS2 framework. They are beginning to grasp the importance of being aware of who their feeder schools are and see the need to seek the information on the varied learning journeys of their new Year 7’s in order to plan for progression. It has identified issues of groupings and curriculum models due to the varied language learning experiences (different languages or years of language learning). Read more (doc, 63 KB)