An evidence-informed approach to using Lesson Study with teachers of mathematics in Primary and Secondary schools to better support pupils' learning during transition from Key Stage 2 to Key stage 3. The programme has been designed by drawing on high-quality evidence and the expertise of the team at Collaborative Lesson Research - UK.
This project aims to address problems that pupils have in making a smooth transition from KS2 to KS3 in terms of their mathematics learning. This is manifested in a well-known slowing down in their progress during KS3 which results from pupils' experiences and attitudes towards mathematics learning in and across the key stages.
The problem will be explored by bringing together teachers of pupils in their last term of Primary and first term of Secondary. These teachers will take part in collaborative lesson research (lesson study cycles) across the transition with pupils experiencing Japanese Problem Solving Lessons at the end of Year6 and beginning of Year 7.
We are looking for a total of six schools (4 Primary and 2 Secondary) to be involved in the programme and provide feedback for future development. This requires one Year 6 teacher from each Primary School to take part and two Year 7 teachers from each Secondary School. (An additional teacher from each Primary School may join the project).
Two regional transition groups will be established and supported: one each in Devon and South Yorkshire. each will be supported by a CLR Regional Project Lead.
All enrolled settings/schools will receive a £3,000 payment for their participation in research.
The programme is taking place from May 2026 to December 2026 and includes each teacher:
attending two 90 minutes set-up meetings (one online and one regional face-to-face) that introduce Lesson Study, Japanese problem-solving lesson structures and pedagogies, and project ways of working. (May 2026)
taking part in four cross-school collaborative cycles of lesson study* with one research lesson in each or the two primary schools prior to the summer break (June/July 2026) and two research lessons in the secondary school after the summer break (September/October / 2026). Each participating teacher will teach one of the lesson study research lessons that will be similar to Japanese problem-solving lessons. Each lesson study cycle will include a post-lesson discussion guided by the Regional Project Lead and research questions and will take approximately half a day. This will also include some time to introduce the next research lesson lesson plan.
attending two 90-minute reflection meetings at the end of the programme (November/December 2026) with one being face-to-face and one online involving all project participants (from both locations).
A lesson study cycle will involve all the participating teachers in a region (Devon or South Yorkshire). It involves:
All participants meeting for a pre-lesson planning session (one-hour online or face-to-face to be determined by the group). This session will involve participants understanding the lesson plan, problem solving task and research question for the lesson.
Research Lesson at one of the schools of the participants. All teachers in each group (Devon and S. Yorkshire) attend the lesson and observe the teacher of the class teach the agreed lesson. Pupil learning will be observed closely to help understanding of individuals pupils' development of conceptual thinking.
The lesson will take a Japanese Problem Solving approach (see note below)
Two lessons at KS2 - 1 in each of two participating Primary schools in June and July, and 2 lessons at KS3 in participating secondary school in September and October. Lessons are expected to last approx 1 hour)
Following the taught lesson a Post-lesson discussion guided by the Regional Group Lead and the research questions for the lesson (Lasting approx 1 hour 15 minutes). A focus throughout will be pupils' conceptual learning across the KS2-3 transition.
Documenting individual and collective learning for the cycle to inform future cycles. (carried out independently and in own time after each taught lesson experience) and final reflections meeting.
During delivery, participating teachers/practitioners and senior leaders will be required to take part in a small number of feedback activities (surveys and group discussions - for example, the final reflective discussions with colleagues) to help us understand your experiences of implementing the programme
A full privacy notice and other relevant data protection information will be made available for you to review prior to signing a memorandum of understanding.
Japanese Problem Solving Lessons aim to teach mathematical concepts, ways of working, skills and techniques through collaborative problem solving. They are structured into specific phases with (i) problem introduction, individual/ group working on the problem, class discussion of different approaches taken by pupils (carefully selected by the teacher's observation of pupils' working (this allows the teacher to focus pupils' thinking on important conceptual thinking and development) and problem solving approaches and strategies, and finally agreeing and summarising learning.
In these lessons there will be a focus on making pupils' thinking visible to help teachers develop greater sensitivity to pupil learning across KS2-3 transition point.
The CLR team will host two set up meetings (one on-line involving all participants in Devon and South Yorkshire and the other face-to-face held locally in one of the two locations).
During the programme the Regional Project Lead will facilitate each of the four lesson study cycles that will involve meeting for a research lesson in one of the schools and following up classroom teaching and observations with a post-lesson discussion. All materials such as lesson plans and tasks for classroom use will be provided and guidance handbooks will be made avaialble supporting Japanese teaching through problem solving and taking part in lesson study. The CLR Regional Project Lead and CLR team will be avaialble during throughout the programme to support participants as needs arise.
For teachers at KS2 we aim that they have better understanding of their learners' mathematical thinking and of issues that they experience at transition to KS3.
For teachers at KS3 we aim that they have insight into pupils' mathematical thinking at KS2/3 transition, better understand mathematics teaching at KS2 and are able to adapt their teaching to be more sensitive to these issues.
Teachers at both KS2 and KS3 we aim that they better able to teach in ways that provide equitable access to mathematical thinking through enhanced pupil peer collaboration, pupils' mathematical talk and teacher support.
For pupils:
we aim that they feel that maths lessons are building on previous knowledge within each key stage and across the transition
we expect that lessons provide opportunities for all to demonstrate the same problem-solving behaviours and have equitable access to mathematical ideas and concepts
we aim that they are more enthusiastic about mathematics lessons across KS2-3 transition point, especially in KS3.
it is expected that they are more prepared and able to talk with confidence, to peers and teachers about their mathematical thinking, ideas and problem solving approaches.
Set up meetings:
Online whole-project meeting, May 2026
Regional face-to-face meeting, May 2026 - to be organised by CLR Regional Project Lead
Lesson study cycles
1st Lesson study cycle, June 2026 (to be organised by Regional Project Lead in consultation with participants)
2nd Lesson study cycle, July 2026 (to be organised by Regional Project Lead in consultation with participants)
3rd Lesson study cycle, September 2026 (to be organised by Regional Project Lead in consultation with participants)
4th Lesson study cycle, October 2026 (to be organised by Regional Project Lead in consultation with participants)
At end of project
Online whole-project meeting, November/December 2026
Regional face-to-face meeting, November/December - to be organised by CLR Regional Project Lead
Please register your interest in the programme by end of September 2026 by completing this short form [link to form].
If you have any questions, contact [email address].
South Yorkshire: Bob Sawyer [email protected]
Devon: Ruth Trundley [email protected]