Term Paper on Transition from Key Stage 2 to Key Stage 3

Lack of continuity in the curriculum and inadequate transition from key stage 2 to key stage 3 of education are long-standing shortcomings of the education system. Preferably, joint planning of the modern foreign languages across both stages would lead to a project in the KS3 ground on the KS2 work without needless duplications.

As long as the KS2 MFL educators are not compelled by statutory prerequisites, a wide assortment of methodologies will keep on existing.

Great congruity in learning, implying that students ought not to rehash what they have officially realized or need to endeavor over-testing work, is the main problem in these circumstances. Indeed, even in the Scottish activity, which was solidly situated in the 5-14 curricular setting and at times taught by optional educators, instructors did not as a matter, of course, expand on what understudies had done amid their essential training.

Year 7 interviewees in the Warwick study communicated disappointment about repeating work covered already; this could damagingly affect understudy inspiration, even after a generally brief time at secondary school. Effective transition plans are essential if the advantages of essential MFL are to be completely acknowledged in secondary schools.

Key Stage 2 to Key Stage 3

According to the findings of the survey 53 out of 108 LEAs in the study, population viewed LEA-wide arrangements as the major facilitator of effective transition. On the other hand, only 20 percent of the secondary teachers surveyed utilized to transfer data option whereas according to 56 percent of the secondary teachers, a strong link exists between feeder primary schools where MFL was initiated and the secondary schools. 

The Council of Europe developed a European Language Portfolio which includes an open-ended record of the achievements of the students and their progression in the languages.

It incorporates subtle elements of dialects known, realized, utilized, and most loved exercises, and additionally a self-evaluation record of what an understudy can do in tuning in, talking, perusing, and composing with space for a case of work. At the same time as this can act as a motivational device for students, it is hard to envision how auxiliary instructors would have room schedule-wise to get to this data.

A more streamlined record, arranged by the primary instructors, including authentic data about dialect work, dialect attitudes, and dialect learning abilities secured, and some level of evaluation would unquestionably help with planning as well as differentiating in the optional classroom.

Contact between auxiliary schools and feeder elementary schools can extraordinarily improve data exchange. In a nutshell, as the PMFL learning progresses, there would be a need to revise the KS3 curriculum in relation to MFL for ensuring differentiation, particularly through fast-tracking and situation.