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 7: Beyond Bridging
Scientific Enquiry Progression Tasks (SEPTs) provide flexible approaches to teaching for progression and continuity across transfer. Progression steps in one example, Mouldy Old Dough, are explored in detail. Teachers' reactions to using SEPTs and insights gained through teaching them are reviewed.
In the previous chapter I made the case for bridging work in science as a way of providing the right amount of continuity (and planned discontinuity) while ensuring sufficient progression – without repetition of work. These are things that, with careful design and understanding of key principles, can be achieved. On this basis I think that bridging in science is successful and valued by teachers and pupils. Using bridging units, however, requires a commitment both in terms of teaching time and ...