URRICULUM CONTINUITY LINKS BETWEEN
THE PRIMARY AND SECONDARY STAGES IN EDUCATION IN EUROPEAN SCHOOLS
is a European project, which
started in September 1999. After the first meeting in December 1998
with Bob Blackledge the Mentor of Transition in Europe and his Partner
Christine Thompson from the Institute of Education (University of London)
we decided to start a Comenius 3.1 Project.
In the first year we found
a lot of interest five nations with universities and pedagogical
institutes in Comenius 3.1: Austria, Cyprus, Germany, Poland, United
Two nations with its schools
Comenius 1: Finland and Portugal.
schools, there is a group of pupils who, at the transfer stage between
primary and secondary schooling, can be regarded as at risk in their
education. They become anxious for a variety of reasons and this may
produce a burden to their educational development. There are many reasons
for this. But one appears to be the lack of continuity in curriculum
during the transfer stage. Teachers in both stages have been trained
differently and are not used to working together. This division of
the stages and their teachers can produce either a standstill in educational
progress for the child or, worse still, a falling back in educational
this project, primary and secondary teachers cooperate to develop a
common methodology and understanding of the necessity of continuity
in the curriculum.
Failure of children, on transfer, has many different reasons:
The Re-Start Effect in Secondary Education
is one of the big problems.
The prognostic effect of tests does not help to select
the best secondary for the Child.
There is an independency of the transfer age (9 to 14
years) across Europe the problems are the same.
The teaching system in Primary and Secondary is very different.
There is no continuity in the methodical didactical
way of teaching.
Methods of selection are often started in the first level
of Primary Education.
There is a displacement competition in the job market.
Educational Institutes and In Service Training separates
Primary and Secondary Teachers.
There is a different situation in each Primary-class:
Children with special needs, handicapped and disabled, behavioural problems,
special syllabuses in different classes, measures of different assessment
Primary teachers all over Europe are clamouring for more
information about Secondary schools.
Children are asking for more information - some children
are worried by the change over.
Primary teachers teach Children, Secondary
teachers teach Subjects
The basis of this analysis is the study of R.C.R. Blackledge
and Ch. Thomson, which was done on behalf of the European Union 1996.
The key to a smooth transfer is Co-operation:
Co-operative and Common Projects link classes in Primary
and Secondary Schools.
Common work in Curricula with area adapted syllabuses
(common subject oriented themes: work, industry, tourism...)
Finding effective remedial assistance to help special
gifted children, or children with special needs at transition.
Passing on best practice-experience.
Involving parents in the process of Co-operation.
Starting common conferences between Primaries and Secondaries.
Teachers exchanges and joint teaching of Primary
and Secondary teachers in some or several lessons should be done.
Reflecting on reliable Primary Education
(record systems and tests, marks, reaching aims in curriculum).
Finding specific ways for each school-cluster based on
Upgrading teachers qualification.
3.1 Project L.I.P.S.S.
L.I.P.S.S. aims to increase
and disseminate models of co-operation between schools. So it became
one of the aims, of this project, to find schools which work together
over the whole of Europe, focusing on the transition age.
We wanted to have them work
under the main-aims of L.I.P.S.S.
Together with the Austrian
National Agency we arranged a Preparatory Group Visit in Linz and invited
24 schools. Out of this visit, the implementation of four Comenius1
projects was possible.
I am I (Individualisation and
Members: GB, GE, AT, PL, FI
Co-ordinator: Bryan Jackson
Following through (Tracking
Children's Progress and Achievement from last year Primary School to
first year Secondary School)
Members: GB, AT, GE, PL
Primary goes Secondary (To
develop an effective Transmission for Pupils between Primary and Secondary
Members: CY, PL, GE, AT, FI
Co-ordinator: Jürgen Michael
E-L-S: Evaluation Links Schools
Members: PT, AT, GE, CY
Co-ordinator: Gertrude Schwaiger
How can you get information
1st Manual including theoretical and practical
aims, the basic information, work done in institutes and schools.
2nd Manual including best practise experience,
questionnaires, teaching methods, teacher support, feed back from parents
including strategies for the best way of linking Primary and
Secondary stages, basic paper for the In-service-Training-Course.
A CD-ROM is produced, including
all the items of the manuals, colour pictures, questionnaires, work
The last aspect of L.I.P.S.S. is the performance of an
international In-Service-Training-Course, which supports teachers in
finding Curriculum Continuity in linking Primary and Secondary stages.
The structure of this course should be an
example for In-Service-training-Courses of Pedagogical Institutes in
the partner Institutes and for the whole of Europe.
The results of LIPSS are given to all educational ministries
for establishing a better link from Primary to Secondary in each country
across the whole of Europe.