Oh no, not this again! Improving continuity and progression from primary to secondary science
Issue 362 | Page 19 | Published Jan 2016
Progression and continuity are cornerstones of the National Curriculum for England and yet it seems these slip after pupils transfer to secondary school, causing pupils to regress in science. Part of the solution is to provide continuity with challenge without repeating what has already been experienced and achieved. This article describes bridging work in science and how it was received by pupils, with some suggestions on how to get the most out of these approaches.
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