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 6: Bridging the Divide: Part 2 – Science Bridging Units
Bridging the Divide: Part 2 – Science Bridging Units
The rationale and key design features of bridging units produced by the York STAY project team are considered. Contexts for lessons and how to provide the right degree of continuity and progression through development of teaching and suitable learning tasks are discussed. Examples of teaching and learning resources from the bridging units are provided. The evaluation of bridging work challenges criticisms of this type of work.
The range of strategies used by schools to address curricular and pedagogical discontinuities, Galton's third and fourth bridges, include co-observations of teaching, improving teachers' knowledge of content taught each side of transfer, shared assessment of pupils' work and jointly planned teaching. It ...