ABSTRACT
In order to address the various issues we have adopted an approach which seeks first to identify matters concerning the main stakeholders: the pupils and their parents, the Year 6 teachers and the Year 7 teachers. Chapter 2 (‘Pupils and parents in transition’) therefore considers a pupil and parent perspective. Chapter 3 deals with the concepts and practicalities of ‘Curriculum continuity and progression’, while Chapter 4 focuses on ‘Continuity and progression in the core subjects’ (i.e. English, mathematics and science). Chapters 5 and 6 (‘Transfer of information’ and ‘Liaison between schools, teachers and parents’) respectively consider the various information requirements that exist and the mechanisms schools may use to increase the likelihood of success in transition. These chapters also deal with the elements of professional mistrust and even lack of respect which fuel what we have termed the ‘phase conflict’ between primary and secondary schooling. Much of this aspect of the work is drawn from the views of the many teachers with whom we have worked in a variety of research contexts.
