Research School Network: Strategic Planning for Effective Literacy Transition from KS2 to KS3 The transition from KS2 to KS3 is a pivotal stage in a student’s academic journey, particularly when it comes to literacy.

The transition from Key Stage 2 (KS2) to Key Stage 3 (KS3) is a pivotal stage in a student’s academic journey, particularly when it comes to literacy. Research highlights the risks of a ​“dip” in literacy performance during this transition due to differing approaches between primary and secondary phases. To mitigate this, school leaders must engage in strategic planning and foster collaboration across phases to ensure continuity in literacy development.

Strategic Leadership for Literacy Transition

Leadership plays a crucial role in setting the tone for effective literacy transitions. According to the Education Endowment Foundation’s (EEF) Improving Literacy in Key Stage 2 and Improving Literacy in Secondary Schools reports, a consistent, school-wide approach to literacy must be in place to avoid gaps between phases. For this to succeed, literacy cannot be siloed into English departments alone. Subject teachers in secondary schools must be equipped to teach literacy, especially as subject-specific demands intensify.

Effective planning begins with creating a shared vision of literacy that both KS2 and KS3 staff understand and implement. This involves:

- Aligning literacy curricula: Ensuring that the progression of literacy skills from KS2 to KS3 is smooth, without duplication or gaps.

- Defining key priorities: Focusing on the literacy skills that are most critical for the transition — such as reading comprehension, vocabulary acquisition, and subject-specific literacy.

Key Strategies for Planning

1. Collaborative Curriculum Design
Cross-phase collaboration is essential to create a seamless transition. KS2 and KS3 staff should have opportunities to meet to align literacy strategies, assessment methods, and pedagogy. Sharing curriculum planning ensures that the teaching of key literacy skills in KS2 is reinforced and built upon in KS3.

By mapping out literacy progression, educators can ensure that students experience continuity in their learning. For instance, the vocabulary work from KS2 should directly feed into the subject-specific demands in KS3. Research from ProfessorAlice Deignan and Marcus Jones shows how essential vocabulary is for accessing complex secondary texts. The Linguistic Challenges of the Transition project has identified:

- A challenge of volume of words. This is present at both Key Stage 2 and 3, but number of new words does rise noticeably in Key Stage 3, especially in Maths and Science.
- A challenge of polysemy (words with multiple meanings). Words such as ​‘power’ have a general everyday use that pupils may be comfortable with, but subject specific uses that differ from History to Science.
- A move from the concrete to the abstract. Key Stage 2 vocabulary in Maths shows a focus on ​‘real-life’ situations that shifts to more abstract mathematical ideas come Key Stage 3. Similarly, the language of KS2 Science sees the Scientist and their discovery as the main focus, but this moves into more removed theory in KS3. While in English, the concept of the writer deliberately creating effect is far more prevalent than at KS2.

Building on KS2’s foundation, KS3 teachers can reinforce and expand students’ vocabulary knowledge to meet the demands of subject-specific content.

2. Focus on Vocabulary Development
Effective transition planning must include a strong focus on vocabulary acquisition, especially subject-specific terms. One useful model in building depth of vocabulary and a shared understanding of staff at KS2-KS3 is to use a framework such as the Frayer model or the SEEC model by Alex Quigley.

Another framework building on this work is provided by Voice 21’s Oracy Framework and Voicing Vocabulary project , which focuses on developing students’ verbal literacy of this vocabulary. Ensuring students can articulate ideas and engage in academic discussions in all subjects is essential. A coordinated approach means that primary teachers lay the groundwork for subject-specific vocabulary, while secondary teachers extend this learning in the context of their subjects.

3. Teacher Training and Professional Development
Professional development (PD) is critical to equipping all staff with the skills needed to teach literacy. Ongoing PD, drawing from the EEF’s guidance, can help staff integrate literacy strategies into their subject teaching. Encouraging regular cross-phase training sessions can also improve consistency in approach.

Derby Research School are currently working in collaboration with the PEIA to support all Derby City Year 6 pupils who transition to Year 7 in September 2025 to have a similar learning experience, regardless of their secondary school destination. The foundation for this project begins with teacher training and professional Development.

The project will aim to bridge the academic vocabulary demands of the last 100 days in primary and the first 100 days in secondary. The project is hoping to create the following outcomes:

Word Bank
Creation of a personalised word bank of ​‘words worth teaching’, to ensure the quality and depth of vocabulary lists in school. Creation of a system to map vocabulary across the curriculum to enhance connections and help students tackle challenging texts.

Oracy
Teachers will be able to deliver more effective instruction, foster interactive classrooms, and model oracy skills to support student learning.

Transition
The transition project will strengthen primary-secondary connections through online sessions and shared resources. This relationship building and connections will be pivotal for future progress.

Learn more about the project here.

Planning for Implementation: Key Considerations

- For leaders aiming to implement these strategies, there are several practical steps to consider:
- Set clear literacy goals for the transition: Use the EEF’s guidance to define what effective literacy looks like across KS2 and KS3, ensuring these goals are aligned with subject-specific literacy in secondary school.
- Create cross-phase working groups: Bring KS2 and KS3 staff together to plan the transition, focusing on literacy strategies, assessments, and data sharing. Ensure these working groups meet regularly and have dedicated time to develop transition plans.
- Integrate literacy into subject teaching: Encourage secondary subject leaders to take ownership of literacy within their subjects, ensuring literacy development continues to be a core focus beyond Year 7.

By Amy Ford and Marcus Jones