ABSTRACT
The issues of continuity and progression in ICT concern the promotion of effective learning experiences throughout pupils’ school life. The transition from primary to secondary phases of schooling has long been recognised as a difficult time for pupils, both socially and cognitively. Many do not make the progress expected during the early stages of KS3. The reasons suggested for this include the sudden change in classroom style, the variation in what is expected in different curriculum areas, and boredom and demotivation resulting from repetition of work. Clearly, there has to be a process of induction into the culture and practices of secondary classrooms for the new intake, and ICT is no exception to this. But this induction should be managed so as to contribute to ICT capability rather than imposing another barrier to progress. In this chapter we propose a number of procedures that will enable schools to improve their strategies for cross-phase transition.
