ABSTRACT
'Transfer', 'liaison' and 'continuity' appear as key issues in research programmes. Curriculum continuity – or discontinuity –is experienced by pupils. In any case, the cause of curriculum continuity is little advanced by pupils' measurement expressed, as it usually is; in numerical terms; verbal-reasoning scores and reading ages give no indication of specific skills acquired or level achieved in a sequential course. The fundamental obstacle to continuity caused by lack of communication between teachers is exhibited at its extreme when other learning is dismissed or minimised. Better communication between teachers should lead to improved transfer experiences for pupils. In the context of curriculum continuity and school transfer, the word 'responsibilities' is used advisedly for Department of Education and Science Circular 6/81 required local authorities to have a curriculum policy. The main way in which a local authority can promote curriculum continuity is by providing resources.
