A smooth trajectory: Developing continuity and progression between primary and secondary science education through a jointly‐planned projectiles project

‘Bridging work’ and its role in improving progression and continuity: an example from science education

“…The types of context, identifiable progression steps, continuity of teaching techniques and training have all contributed to the success of the project. The level of positive reactions from Y7 pupils in this study was much higher (at 88% compared with only 30%) than that reported for a similar bridging project in England (Davies & McMahon, 2004). In their study Davies and McMahon reported that 25% of Y7 pupils thought of the work as mere repetition of Y6 work.…”

“…A common approach is to plan work that pupils start at the end of primary school and continue and complete when they arrive in secondary school. Schemes in this area are variously described as transition units (Qualifications and Curriculum Authority [QCA], 2002), link projects (Davies & McMahon, 2004) and bridging units (Braund, 2002). As with other actions on transfer, most work has been done in English and mathematics where units of work have been made available to schools in England by the QCA (QCA, 2002).…”

A horizontal approach to school transitions: a lesson learned from Finnish 15‐year‐olds

“…Most pupils make these transitions successfully (Tram & Cole, 2006). However research on school transitions has also shown that some pupils face severe problems in coping with transitions such as stress, anxiety, decrease in academic mastery and overall life satisfaction that are likely to increase the risk of exclusion from school activities (Anderson, Jacobs, Schramm, & Splittgerber, 2000;Davies & McMahon, 2004;Eccles & Midgley, 1989;Galton & Hargreaves, 2002;Kvalsund, 2000;Muschamp, Stoll, & Nausheem, 2001;Rimpelä et al, 2008;Rimpelä, Rigoff, Kuusela, & Peltonen, 2007;Ward, 2000). These findings have initiated a diversity of actions around Europe to support pupils in educational transitions (Galton & Morrison, 2000;Jindal-Snape, 2010).…”

Early school transfer: teacher voices

“…Capel, ZwozdiakMyers, and Lawrence 2004) or to teachers' perceptions of transfer consequences for curriculum and pupils (e.g. Davies and McMahon 2004). There is no focus on teachers' perceptions of the impact of transfer arrangements on their professional selfesteem, their work-life balance and their wider professional responsibilities.…”