ABSTRACT
During the 1960s there was an increasing awareness of continuity problems. This chapter is devoted to continuity, such established issues as the avoidance of pupil strain at times of transfer, the need for contacts between teachers in successive stages of education, and discusses the use of record cards. Scholastic segregation based on examination at the age of eleven-plus became increasingly suspect as research results were published. These developments impinged on the nature of transition from one stage of schooling to the next and further complicated issues of curriculum continuity. As Lady Plowden noted, there was a decided lack of educational theory to support many of the developments in primary education which were more in response to teachers working intuitively and being sensitive to the needs of children. Following Plowden, there was a rapid development of interest in the educational use of the environment with further promotion by both official agencies and individual teachers.
