Joining up the thinking: how science "learning progressions" could address problems inherent in primary-secondary transition

ABSTRACT Dips in pupils’ science attitudes and performance when they transfer from primary to secondary school in England are well established. They have been related to a variety of factors, including repetition of science content at year 7 and differences in the pedagogical approaches taken by primary and secondary teachers. One potential way forward would be to use data from research studies that have surveyed how pupils’ science thinking develops across key stage 2 (7- to 11-year-olds) and key stage 3 (11- to 14-year-olds). These ‘learning progressions’ can provide continuity that takes into account pupils’ changing science concepts over the transfer period and so help ease transition.