Most secondary schools receive children from several feeder primary schools, and this can pose a problem for secondary science staff who need to ensure all necessary curriculum content is clearly understood in preparation for progression through Key Stage 3. The temptation to err on the side of caution and work from a 'lowest common denominator' may, however, result in unnecessary repetition of work, and may not be the best way to maintain children's enthusiasm and excitement at the start of the new key stage.

How do we ensure effective transition? Here are some possible ideas for strategies to think about:


These ideas are starting points, and you will no doubt have other equally valid ideas of your own.

None of these are mutually exclusive, and can creatively be used in combination.

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