KEY STAGE 2/3

The Key Stage 2/3 Interface



The Key Stage 2/3 Interface

Part A

Introduction

Beyond the concerns and controversy that generated the initiatives that have transpired in the media in this long transition period a number of critical issues on which the next government administration shall decide and resolve. These are issues that express some of the great challenges of the national education system and who have spoken at different times and by different means (Britzman, p. 37).

There is a great stress on the fact that clarity needed on the meaning of public and private sectors in education, to deal with the issue of free services for the middle and higher levels. Also, note the importance of consolidating, in quantity and quality basic education for all; the same as designing a comprehensive program to address the serious problem of lag and agree on the terms that will advance the educational federalism (Britzman, p. 37). Curricular renovation needs are different between educational levels, as well as different government responsibility to take or support for changes in each case (Terry, 2006, p. 58). Although all levels are important to update methods and contents, in the field of secondary education and secondary education urges reform that advances in quality, relevance and timeliness of education provided (Britzman, p. 37).

One of the most important problems of the sphere of education is a high school. Think about these numbers: 45 public and 10 private universities trained nearly 450 thousand students, or 467 persons per 10 thousand populations - this is one of the highest rates in Europe and worldwide. At the same time, speaking about the problems of schools, it is said exactly the point of pain: educational programs obsolete much of what to teach students, then absolutely do not need to my life, period of training it is possible to reduce, and perhaps the most painful - approximately one quarter or one-third of students subsequently does not work in their specialty (Burn, Hagger, et al, p. 51).

Another key component is the crisis or stress theory. Especially the evaluation of new requirements by the interested parties, when changing from one institution to another, which can be seen as a threat or a challenge experienced (Burn, Hagger, et al, p. 51). The family-transition model of designed to examine transitions in the family development and thereby integrate the perspectives of all family members. It must be assumed that following children must increasingly deal with discontinuities and transitions in their lives. Transitions involve changes in the roles, in relationships, in life and forth between environments, and in the identity. They affect not only the child but the whole family and take in the context of the surrounding system levels (Burn, Hagger, et al, p. 51). This concept, we have transferred to our question. The first part of the study had shown that the transition concept is appropriate, requirements and the related experiences of children and their parents when they enter Ks3 from Ks2 is to identify how we discussed and illustrated for ...