ABSTRACT
In part 4 we looked at different forms of curriculum organisation in the primary school and at some of the effects of the national curriculum. In this chapter, Brian Gorwood looks at continuity between the primary and secondary school, and suggests that one of the effects of more subject-focused approaches to the primary curriculum is to smooth transition across the phases. More common curriculum philosophies across the primary and secondary sectors are seen as aiding communication between schools, albeit by making primary schools more like secondaries. However, Gorwood warns that more traditional secondary teaching styles may not be able to cope with the differentiation necessary to take full account of individual pupils’ achievements in the primary school.
