ABSTRACT
This chapter discusses strategies that impinge on arrangements for transfer and curriculum continuity. The complexity of matters related to transfer and continuity persuades some teachers that there is little point in expending much effort for so little result. Continuity, the precursor of successful transfer, demands a working liaison between teachers from different schools. Commenting on the basically informal approaches to curriculum continuity revealed by their survey, the Norfolk Association of Middle School Head Teachers observed that dependence on personalities made them sporadic. An immediate response to research suggesting that pre-transfer schooling has little impact on post-transfer attainment could be to question the need for continuity. The influence of pre-transfer schooling is likely to be obscured if planned continuity is lacking. Since the main determinant of long-term achievement seems to be pupil ability, it could be argued that there is little to be gained by striving for liaison between schools.
