Paula Zwozdiak-Myers

A study of current practice in liaison between primary and secondary schools in physical education

The purpose of this study was to investigate current practice in liaison between primary and secondary schools to promote continuity and progression in physical education during the transfer of pupils from Key Stage 2 to Key Stage 3 and to identify constraints to engaging in liaison activities. A questionnaire was completed by the head of the physical education department in secondary schools in five local education authorities in England that received pupils from primary schools in year 7 (n = 80) and by the physical education coordinator of the primary feeder schools of those secondary schools that responded to the questionnaire (n = 299). Results showed that 32 (43.8%) secondary teachers and 157 (53.4%) primary teachers identified that they had established contacts with their primary feeder schools or associated secondary schools respectively; and 49 (64.5%) secondary teachers but 114 (39.6%) primary teachers identified that currently they were engaged in liaison activities. There was a discrepancy between the percentages of teachers who indicated they had contacts with their primary feeder schools or associated secondary schools respectively, and who indicated they were engaged in liaison activities with them. These results suggested that contacts with and/or engagement in liaison activities between primary and secondary schools were not consistent across schools. A range of constraints for developing effective contacts/liaison activities were identified, with time being identified as the major constraint by both primary and secondary teachers. A range of suggestions for overcoming the constraints were also identified. These results are discussed in relation to findings from studies looking at liaison in other subjects and also in relation to the implications for schools.

Childhood and youth studies

Part 1: Social and Cultural Perspectives of Childhood and Youth Social Constructions of Childhood and Youth Living and Learning in Different Communities: cross-cultural comparisons Childhood in Crisis? Children and Risk Part 2: Childhood and Youth Development Origins of Human Behaviour Social and Emotional development Cognitive development Adolescence Part 3: Difference, Diversity and Multidisciplinary Perspectives Children with Special Educational Needs Entitlement and Potential-Overcoming Barriers to Achievement Policy into Practice- Working with Children in Need of Protection The Reflective Practitioner

The Transfer of Pupils from Primary to Secondary School: A Case Study of a Foundation Subject, Physical Education.

The Department of Education and Science (DES, 1987) identified transfer from primary to secondary school as the time at which curriculum continuity and progression of individual pupils is most at risk. Transfer of pupils from primary to secondary school generally coincides with the transition from Key Stage 2 to Key Stage 3 in the National Curriculum. One purpose of the National Curriculum was to increase curriculum continuity and individual pupil progression. However, results of research to date (e.g. Galton et al., 2000; Schagen and Kerr, 1999) suggest that, although continuity and progression are promoted in National Curriculum documents in England, they are not promoted consistently by schools during the transfer from primary to secondary school. Curriculum continuity and individual pupil progression are not the only foci during transfer from primary to secondary school. A number of approaches to transfer have been identified. For example, Rudduck et al. (1998) identified five approaches by which schools can structure their transfer procedures: curriculum continuity approach; administrative approach; pedagogic approach; pupil-centred approach; approaches which give priority to exploring and explaining the purpose and structure of learning. A model by Derricott (1985) includes three facets in the process of transfer: administrative, in which the goal is to pass on (in both directions) information about pupils, the curriculum and teaching methods; social/pastoral, in which the goal is the smooth adjustment, or integration, of pupils to the new systems in the school; and curricular, in which the goal is to establish curR es ea rc h in E du ca tio n N o. 7 7