After transfer: New directions for continuity in pupils' learning and experience of science

Abstract

Evidence from a range of sources including Government funded research, Ofsted reports and Local Education Authority inspection indicates that despite improved liaison between secondary schools and their associated primaries, there still appears to be a discontinuity in children's learning and experience as they move from one phase to the next. This is particularly evident in science. This article focuses on how a sample of schools in East Anglia is becoming more effective in smoothing the transition from primary to secondary and suggests ways that they might make even greater progress in this respect.