Cambridge Lower Secondary

Transition Guide:
How to transition from the current to the new
Curriculum Frameworks
We have updated the Curriculum Frameworks for English, English as a Second Language, mathematics and
science in the Cambridge Lower Secondary Programme. These were published in September 2020 for first
teaching from September 2021.

This guide will help you transition (move) from the current Curriculum Frameworks to the new versions.

You can use the stage-by-stage transition documents we have provided for each subject:

Stage-by-stage transition documents

English as a Second Language (0876)
English (0861)
Mathematics (0862)
Science (0893)

Transition documents provide information about:

• what learning objectives have changed
• any repetition of learning objectives
• potential gaps in understanding as you teach your learners the new curriculum content.

We have identified four scenarios that may occur as you transition to our new Curriculum Frameworks.
• Scenario 1: Gaps in understanding
• Scenario 2: Repetition of learning
• Scenario 3: Learning objectives now earlier in the curriculum
• Scenario 4: New learning objectives in the curriculum

You may also encounter different transition scenarios. We recommend using the Community Forums on the
School Support Hub to share your experiences or find others who are also encountering similar challenges.

If you are teaching the new Cambridge Lower Secondary curricula alongside, or as part of, a local or national
curriculum, you can find further guidance on this support site under: Integrating Cambridge in your context.

Planning for transition:

Here are four key transition scenarios and our suggestions on how to prepare for the types of changes you may
encounter as you move from the current to the new curriculum.

Note: The possible actions listed for each scenario are not comprehensive and other actions can be taken that are
specific to your learners.
Scenario 1: Gaps in understanding
Learning objectives in the new curriculum have prior learning requirements learners have not experienced the
current curriculum.

An example:
• You decide to transition learners from the current to the new curriculum when they start Stage 8.
• You taught these learners the current Stage 7 curriculum.
• In the new curriculum, there is content in Stage 7 which is required for the new curriculum in Stage 8.
• As learners have not experienced the new curriculum in Stage 7 they have gaps in their understanding and
may struggle to access or engage with the new Stage 8 curriculum as expected.

Current curriculum

.
The current Stage Stage Stage Stage
7 curriculum does 7 8 9
not cover content
that is now in the
new Stage 7
curriculum. So
there is a gap in
learners’
understanding
between new The yellow When planning to teach the new
Stage 7 and new arrow shows Stage 8 make sure you plan to
Stage 8. the learner cover the gap in understanding
journey from the new Stage 7.
during the
transition

Stage Stage Stage

7 8 9

New curriculum

How does this mean What does this mean What can you do?
for your learners? for teachers?
• Learners struggle to • You need to review • Use the transition document for your subject
meet expectations as subject content to and stage to identify the significant gaps in prior
they have a gap in make sure you are knowledge your learners are likely to have. The
their understanding. confident to support Progression Grids on the support site will help
learners with any new you identify these gaps.
prior learning that is • Formatively assess your learners before the
now required. learning objectives are taught so you can
• You need to review understand if learners have prior gaps, and how
and adapt your lesson significant these gaps are.
planning to identify and • Adapt new Schemes of Work from the earlier
address potential gaps stage to bridge the gap so it is suitable for your
in learners’ learners. Then, teach as separate or new
understanding. lessons, or incorporate into lessons alongside
the required learning objectives for your
subjects and stage.
 Step-by-step process for finding and addressing gaps in understanding

Step 1: Use the Transition Document for your subject and stage to identify gaps learners are likely to have

Look at the ‘Gaps in understanding’ section and see which content related to your learning objective learners have
not covered. In this example, for a learning objective relating to the Rutherford model of the atom, learners may have
gaps in knowledge about atoms that is taught in Stage 7 in the new curriculum framework.

Step 2: Look at the Progression Grids on this site

Use the tabs at the bottom of the Progression Grid document to select the relevant strand (e.g. Chemistry, Materials
and their structure) then find the objective you are focussing on (e.g.8Cm.01). Look at the sequence of learning that
should have come before this objective and take note of how the gaps fit in to the progression of learning. It would
also be useful to look at how the objective progresses in stages beyond learners’ current stage, as it may not be
immediately obvious how the gap affects learning at this stage, and it may be the case that some gaps are better
covered in future stages.
Step 3: Carry out formative assessment of learners based on their gaps in learning

This could be done with discussion, activities such as card sorts or sorting statements into true or false or through a
more formal assessment test. Make sure this covers all aspects of the gap in learning, even those which it is likely
learners will know. This will allow you assess or understand if learners have a gap and/or misconception.

Based on the extent of the learners’ actual gap, decide if a whole lesson is needed or if the gap can be addressed
alongside a learning objective in your stage. Again, the Progression Grids will be useful here as it shows when
specific elements of knowledge and concepts are taught.

Outcome 1: Plan a separate lesson (or Outcome 2: Plan, or edit, a lesson (or lessons)
lessons) to cover the content for a learning objective in your stage with
additional content to cover the gap
This option is best if:
• the gap is large, for example if there is a lot of This option is best if:
knowledge involved or a concept with a lot of • the gap is small and/or simple, for example if
different elements. To help establish whether learners need to master a small amount of
this is the case, consider how much content additional vocabulary
would normally be covered in a single lesson • the gap aligns well to a learning objective in your
and compare this to the amount of content stage
needed to cover the gap • learners showed strong prior knowledge in your
• the gap does not easily relate to learning assessment, for example all or most of the
objectives in the current stage. learners were able to confidently and correctly
• a long time has passed since learners covered answer questions about the content when the
related content, for example if you are in assessment was carried out
Stage 9 and the last time learners covered this
content area was at Stage 7 then it may be the
case learners have forgotten some of their
learning
• your assessment shows learners have very
poor prior knowledge in this area, for example
all or most of the learners were unable to
correctly answer questions about the content
when the assessment was carried out.

Note about gaps and long term curriculum planning:

Gaps should be identified and addressed urgently if they affect learning within the stage you are teaching. For
example, a gap that affects teaching and learning in Stage 8 should be addressed in Stage 8 when it can be
addressed alongside related or relevant content.

However, if you know a gap is present and your learners are several years away from when the gap will affect
learning you can plan to cover the gap before the Stage where it will affect learning. For example, a gap that
affects teaching and learning in Stage 9 can be addressed in Stage 8 if there is time to do so and it is appropriate
for your learners to cover the gap alongside the rest of the curriculum.

Sometimes, gaps in learning can be spread over several years as there are multiple opportunities to address the
gap. For example, a gap could be addressed over Stages 8, and 9 with a different part of the gap being addressed
each time.

It is important that as well as identifying and addressing immediate gaps you consider your whole school
curriculum and you plan the best Stage to address the various gaps your learners may have.

Where else to get support

• Use the community forums on the School Support Hub to share your situation and discuss with other
teachers ways to address it.
Scenario 2: Repetition of learning
Learning objectives from the current curriculum are now covered in a later stage in the new curriculum.

An example:
• You decide to transition learners from the current to new curriculum when they start Stage 8.
• You taught learners the current Stage 7 curriculum.
• In the current Stage 7 there is content which is now repeated in the new Stage 8 curriculum.
• This means learners will repeat content.

Current curriculum

.
Stage Stage Stage
7 8 9
Learners
covered
content and
skills in the
current Stage
7 curriculum. The Stage 7 content and skills are
repeated in new Stage 8. So, you
The yellow
need to decide if learners should
arrow shows
repeat this content and skills, if it can
the learner
be reviewed quickly or decide that this
journey during
does not need to be taught again.
the transition

Stage Stage Stage

7 8 9

New curriculum

What does this mean What does this mean What can you do?
for learners? for teachers?
• Learners disengage as • You need to review • Use the transition document for your stage to
they repeat content they and adapt your lesson identify what content is repetition for your
covered in previous planning to consider learners.
stages repetition of learning • Formatively assess your learners to identify if
• Learners do not make they have understood the learning objectives
progress as they spend that are repeated or if they needs re-teaching
time repeating prior or consolidating.
learning • If required, re-teach the learning objectives
from a lesson learners have previous
experienced.
• If required, consolidate the learning objectives
by using starter activities or combining with
related learning objectives from the stage you
are in.
• If learners understand the learning objectives
well there may be no need to cover them again
and more time can be focused on other parts
of the curriculum.
 Step-by-step process for planning scenario 2

Step 1: Use the Transition Document for

your subject and stage to identify what
learning is likely to be repeated
Look at the ‘Repetition of learning’ section and
see which content related to your learning
objective learners will have already covered
and when it was covered. In this case, learners
will have already covered content in objective
8TWSm.03 when they were in Stage 7.

Step 2: Based on the repeated content, carry out formative assessment of learners to find out
what they actually know.

This could be done with discussion activities such as card sorts or simple quizzes, or through a more
formal assessment test. If possible, you should also speak with the teacher who previously taught
learners the repeated content to find out how learners achieved at the time and in what contexts the
content was covered.

Based on the extent of the learners’ existing knowledge of the repeated content, decide if the content
needs to be completely re-taught, just revisited and recapped, or if no reteaching at all is needed to
bring learners to the expected standard for their current stage.

Outcome 1: Plan a lesson to Outcome 2: Plan or edit a Outcome 3: Move on to the

cover the content as though it
were new to learners
This option is best if:
• learners demonstrate very poor
existing knowledge in this area,
for example if all or most of the
learners are unable to correctly
answer questions about the
content when assessment tasks
are carried out
• assessment data from previous
stages and/or feedback from
learners’ previous teacher shows
all or most of the learners did not
achieve the expected standard
for this objective
• it has been a very long time
since learners last covered this
content, for example if they are
in Stage 9 and the previous
learning took place in Stage 7.
lesson, or part of a lesson,
that revisits content in a
different context to that
already experienced by
learners
This option is best if:
• formative assessment of
learners shows that some
knowledge of this objective
was retained but it is not
secure and/or has gaps, for
example all or most learners
are able to correctly answer
some, but not all, questions
correctly in assessment
tasks, or their answers were
superficial and lacked depth.
next learning objective,
missing out content on the
repeated objective entirely
This option is best if:
• all, or almost all learners
demonstrate strong existing
knowledge in this area,
confidently performing well
on formative assessment
tasks
• the content is something
that comes up repeatedly
throughout the curriculum
and is regularly revisited, for
example skills-based
objectives or vocabulary
that is used in a wide range
of linked objectives and
learning contexts.

Where else to get support

• Use the Community Forums on the School Support Hub to share your situation and discuss with other
teachers ways to address it.
Scenario 3: Learning objectives now earlier in the curriculum
Learning objectives from the current curriculum are now covered in an earlier stage in the new curriculum.

An example:
• You decide to transition learners from the current to new curriculum when they start Stage 8.
• You taught learners the current Stage 7 curriculum.
• In the current Stage 9 there is content that has now been moved to the new Stage 8 curriculum.
• This does not impact learners. As the content is new to Stage 8 you may want to develop your subject
knowledge in order to teach the new content effectively.

Current curriculum

.
Stage Stage Stage
7 8 9

There is content or skills in the current

Stage 9, which learners have not been
The yellow taught because they are in Stage 8.
arrow
shows the
learner The content or skills from the current
journey Stage 9 is now in Stage 8. There is no
during the impact on learners, but you may want
transition to develop your subject understanding.

Stage Stage Stage

7 8 9

New curriculum

Note: Due to the curriculum following a spiral model it is possible that moving learning objectives to earlier in the
curriculum has resulted in prior knowledge being moved earlier. This prior knowledge requirement may be placed
in a stage before the one you have transitioned learners into and therefore presents a gap in understanding. If this
is the case please refer to Scenario 1: Gaps in understanding for further support. For example; content from Stage
9 has moved to Stage 8. Prior learning that used to be in Stage 8 has been moved to Stage 7. Learners
transitioning into Stage 8 will not have encountered the prior learning requirements now in Stage 7 and this gap will
have to be addressed.

What does this mean
for your learners?
• No impact on learners
What does this mean What can you do?
for teachers?
• You need to review • Use the transition document for your subject
subject content to and stage to identify which learning objectives
make sure you are have been moved from a later stage.
confident to support • Develop your own subject understanding so
learners with any new that you can teach the new content or skills
content that is now from the later stage in an age-appropriate
required manner. For example, attend local subject-
specific professional development.
Identifying learning objectives that have been moved earlier in the curriculum
To identify learning objectives that have moved to an earlier stage in the curriculum, compare the learning
objectives in each stage in the new curriculum with all the learning objectives in the following stages from the
current curriculum.

Any learning objectives that are identified as being in a stage in the new curriculum and also in a later stage of the
current curriculum have been moved earlier, to the stage you are looking at.

For example:
• Look at Stage 7 learning objectives in the new curriculum.
• Look at the learning objectives for Stages 8 to 9 in the current curriculum and highlight the Stage 7
learning objectives that match to any Stage 8 to 9 learning objectives.
• The highlighted learning objectives are the ones that have been moved earlier into Stage 7.
• Repeat until the whole curriculum has been reviewed.

Where else to get support

• Use the community forums on the School Support Hub to share your situation and discuss with other
teachers ways to address it.
• For developing your own subject understanding look at local CPD provision, support offered by subject
associations/learned societies and explore joining a local subject specialist network.
Scenario 4: New learning objectives in the curriculum
New learning objectives have been included in the new curriculum.

An example:
• You decide to transition learners from the current to new curriculum when they start Stage 8.
• These learners experienced the current Stage 7 curriculum.
• There is new content in new Stage 8 which was not in the current curriculum
• There is no impact on learners but as the content is new to Stage 8 you may want to develop your subject
knowledge in order to teach the new content effectively.

Current curriculum

.
Stage Stage Stage
7 8 9

The yellow
arrow
shows the There is new content in the new Stage 8
learner curriculum. There is no impact on
journey learners but you may want to develop
during the your subject understanding.
transition

Stage Stage Stage

7 8 9

New curriculum

Note: Because the curriculum follows a spiral model it is possible that new content in the curriculum requires prior
learning. The new content may be in a stage before the one you have transitioned learners into and therefore
presents a gap in understanding. If this is the case please refer to Scenario 1: Gaps in understanding for further
support. For example; there is new content in Stage 8 which has prior learning in Stage 7. Learners transitioning
into Stage 8 will not have encountered the prior learning requirements and the gaps will have to be addressed.

What does this mean
for your learners?
• No impact on learners
What does this mean for
teachers?
• You need to review
subject content to make
sure you are confident to
support learners with any
new content that is now
required
What can you do?
• Use the transition document for your
subject and stage to identify what
learning objectives have moved from a
later stage.
• Develop your own subject
understanding so that you can teach
the new content or skills from the later
stage in an age-appropriate manner.
For example, attend local subject-
specific professional development.
Identifying new learning objectives in the curriculum
To identify new learning objectives in the curriculum, compare the learning objectives in each stage in the new
curriculum with all the learning objectives in the current curriculum.

Any learning objectives that are identified as being in a stage in the new curriculum but not in the current
curriculum can be considered new to the curriculum.

For example:
• Look at Stage 8 learning objectives in the new curriculum.
• Look at the learning objectives for Stages 7 to 9 in the current curriculum and cross out the learning
objectives from the new Stage 8 which you can confidently identify.
• The remaining learning objectives, which are not crossed out, are new to the curriculum and in Stage 8.
• Repeat for the remaining stages.

Where else to get support

• Use the community forums on the School Support Hub to share your situation and discuss with other
teachers.
• For developing your own subject understanding look at local CPD provision, support offered by subject
associations/learned societies and explore joining a local subject specialist network.