This book combines reports on and reflection of best practice in improving progression and continuity of teaching and learning in science — particularly at the crucial transition stage between primary and secondary school. Presenting the views of teachers and pupils on progression and learning in science, the book suggests practical ways of improving teaching and learning. Each chapter includes examples of learning materials with notes on how these might be used or adapted by teachers in their own classroom settings.
Chapter 1: Progression and Continuity in Learning Science
Progression and Continuity in Learning Science
Understanding progression and continuity in science learning is a prerequisite for thinking about how and why pupils do or do not move forward in their learning at transitions. Continuity and progression are considered in terms of conceptual and procedural knowledge and understanding of science. ‘From → to’ statements help the reader understand progression steps as they affect Key Stage 2 (KS2) and Key Stage 3 (KS3) pupils. The two areas of knowledge and understanding of science are linked by a model explaining continuity and progression in each and as part of a ‘spiral’ curriculum.
Continuity and progression are cornerstones of education, essential in understanding the construction of schooling in most countries. Progression describes pupils' ...