The strategy consists of strands covering English, mathematics, science, information and communication technology (ICT), and the foundation subjects (together with religious education) all of which are currently being implemented in majority of the schools, nationally.

The ICT strand aims to support teachers, many of whom are not specialists, by providing material to help them interpret and teach the National Curriculum ICT programmes of study (HMI 518).

One of the 4 key principles of the Key Stage 3 strategy is Progression: Strengthening the transition from Key Stage 2 to Key Stage 3 and ensuring progression in teaching and learning across Key Stage 3.

Hargreaves and Galton (1999) found that two out of every five pupils fail to make the expected progress in the year after transition from Key Stage 2 to Key Stage 3.

The question that is raised here is why? I asked a few teachers what they thought was the reason for this lack of progress. They offered several possible explanations such as having difficultie

The Key Stage 3 strategy is definitely the way forward and I intend to continue to apply the Strategy in my lessons. Although it is not a statutory requirement to implement it, it is in no doubt an excellent strategy which is 'close to perfection but only as a material' as one teacher puts it. As stated by the Key Stage 3 director, Sue Hackman, 'the strategy will work, given time', (TES, 17 January 2002).

According to (DfES 0321, 2002) ICT can be used to enhance individual learning as well the learning of the whole class.

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