Exploring the issue of transition between key stage 2 and key stage 3 through the National Curriculum for English A middle school perspective

This study explores the well-documented issue of the academic attainment dip between key stage 2 and key stage 3 through the lens of the English curriculum. Employing critical discourse analysis on two political speeches which set out the aims and rationale for curriculum reform, and on the National Curriculum for English itself (implemented in 2015), this study examines the lack of parity and coherence between the two curricula. This study also utilises data from semi-structured interviews of middle school practitioners to explore first-hand experiences of policy enactment of both key stage 2 and 3. The study explores a body of existing literature on transition, most of which conclude that the issue lies with the social, emotional, and/or behavioural elements involved in the move from primary to secondary school. This thesis, from a middle school perspective where students do not leave for high school until year 9, argues that the issue of transition and subsequent academic attainment dips are as a result of the curriculum. It argues that in order for a more meaningful, fluid transition to occur, the national curriculum needs to be rewritten so the key stage 3 curriculum builds on the key stage 2 curriculum, and offers more cohesion between the two so that secondary English teachers better understand the requirements and expectations in key stage 2, particularly the rigours of the end-of-key-stage SATs.