[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-272090-105":59,"doc-detail-272090-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","reading-transition-toolkit-ks2-ks3-whole-school-reading-development","Reading transition toolkit KS2-KS3 - Whole-school reading development","","A strategic school improvement project guide for whole-school reading development across the KS2 to KS3 transition. It examines key drivers of literacy outcomes including the role of school libraries, vocabulary development, and reading opportunities across the curriculum. The toolkit also addresses staff capability, supporting non-specialists, sustaining parental engagement at KS3/4, and developing transition reading projects with feeder primaries, motivation, and resilience—supported by case study direction and next-step actions.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reading-transition-toolkit-ks2-ks3-whole-school-reading-development/272090/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reading-transition-toolkit-ks2-ks3-whole-school-reading-development/272090.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"Why is whole-school reading development a priority for the KS2-KS3 transition?","Question",{"text":113,"@type":114},"The project addresses concerns that literacy focus can drop at secondary level, limiting pupils’ readiness and impacting outcomes at KS4 and beyond.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How should schools use libraries to support reading engagement?",{"text":118,"@type":114},"The toolkit highlights that libraries can become effective learning hubs when they have appropriate staffing and resources, rather than remaining underused spaces.",{"name":120,"@type":111,"acceptedAnswer":121},"What strategies support vocabulary growth across the curriculum at KS3/4?",{"text":122,"@type":114},"It focuses on developing students’ vocabulary limits, supporting learners with English as an additional language, and equipping colleagues in different subjects to teach literacy elements effectively.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},272090,1789463170,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":130,"read_time":144,"preview_page_count":4},4398046744996,"Nottingham Education Partners  \nStrategic School Improvement Project 1: Reading Whole-school Reading development  \nStrategic School Improvement Project  \n1: Reading  \nTransition Toolkit KS2-KS3  \nContents  \nContents  \nNottingham Education Partners  \nStrategic School Improvement Project 1: Reading Whole-school Reading development  \nPrologue 3  \nWhole-School Strategies and Case Studies 5  \nThe Use of the Library 11  \nVocabulary Development 13  \nDeveloping Opportunities for Reading Across the Curriculum 16  \nDeveloping Transition Reading Projects with Feeder Primaries 21  \nMotivation for Reading 25  \nMaintaining Parental Engagement in Reading at KS3/4 30  \nHelping the Non-Specialist to get the Most from Reading Activities 32  \nNext Steps 33  \nNottingham  \nPrologue  \nEducation Partners  \nWhen it was published in September 2015 Key stage 3: the wasted years? stated that pupils’ literacy skills in Key Stage 3 is a high priority in many schools.1 This same level of priority is not evident for numeracy.’ The report also recommended that secondary schools should ‘have a literacy (and numeracy) strategy that ensures that pupils build on their prior attainment in Key Stage 2 in these crucial areas.’  \nDespite these findings and recommendations produced by inspectors, when we met with a group of heads of English and Literacy Leads from Nottingham City secondary schools, they voiced extreme concerns about the development of literacy at secondary school. There was a strong feeling that Secondary Schools still did not do enough to carry on the excellent work carried out by the primaries in terms of the continuing teaching of reading and the maintenance of a high profile emphasis on the continuing development of literacy skills right through to Key Stage 4. They felt that this was having a negative impact on results at Key Stage 4, not only in English, but also across the curriculum. They felt that this had an impact for many on their readiness for learning and work beyond Key Stage 4 leading to the sort of shock headlines seen in the media ‘English teenagers ‘are most illiterate in the developed world’, report reveals’ published in The Independent after OECD report of January 2016 which found that out of 23 developed nations English teens had the lowest literacy rates and the second lowest numeracy rates.2  \nThe Heads of English with whom we met expressed the following concerns:  \nThe use of the library  \nMany secondary schools no longer have a library and those which do often lack trained librarians. They can either be vibrant hubs of learning and engagement with books or drab areas with a few tatty books which students never visit.  \nVocabulary development  \nOur Heads of English were concerned that students’ vocabulary was often extremely limited. They were particularly anxious about students with English as an additional language who were often bright and extremely hard working. Yet the challenges about preparing them for KS4 and the challenging vocabulary needed for successful outcomes across the curriculum was daunting.  \nThe other main area of concern was the use of vocabulary across the curriculum and how Literacy professionals could ensure that their colleagues in different subject areas are prepared and have the skills for teaching aspects of literacy.  \nDeveloping opportunities for reading across the curriculum  \n“As a secondary English teacher I now observe many lessons across all subject areas and phases. I have lost count of the number of times that teachers do not capitalise on the joy that students get from reading aloud in lessons– even if it is only for a short time. The teachers I have observed so often read for students.”  \nThere are some excellent examples of teachers who put literature at the  \nMenu  \n1. Key Stage 3: the wasted years?, Ofsted, 2015 3  \n2. BUILDING SKILLS FOR ALL: AREVIEW OF ENGLAND, OECD, 2016  \nNottingham  \nPrologue  \nEducation Partners  \ncentre of their teaching for example in Science and the Humanitie","cbCaipLoEUFCG3QS","https://ap.wps.com/l/cbCaipLoEUFCG3QS","pdf",3413913,33,"English","# Prologue\n# Whole-School Strategies and Case Studies\n## The Use of the Library\n## Vocabulary Development\n## Developing Opportunities for Reading Across the Curriculum\n## Developing Transition Reading Projects with Feeder Primaries\n## Motivation for Reading\n## Maintaining Parental Engagement in Reading at KS3/4\n## Helping the Non-Specialist to get the Most from Reading Activities\n## Next Steps","[{\"question\":\"Why is whole-school reading development a priority for the KS2-KS3 transition?\",\"answer\":\"The project addresses concerns that literacy focus can drop at secondary level, limiting pupils’ readiness and impacting outcomes at KS4 and beyond.\"},{\"question\":\"How should schools use libraries to support reading engagement?\",\"answer\":\"The toolkit highlights that libraries can become effective learning hubs when they have appropriate staffing and resources, rather than remaining underused spaces.\"},{\"question\":\"What strategies support vocabulary growth across the curriculum at KS3/4?\",\"answer\":\"It focuses on developing students’ vocabulary limits, supporting learners with English as an additional language, and equipping colleagues in different subjects to teach literacy elements effectively.\"}]","Reading transition toolkit KS2-KS3 - Whole-school reading development | PDF",83]