Curriculum Discontinuity: a study of a secondary school and its feeder primary schools

Abstract

Curriculum continuity is a key concept within current discussions about school curricula. This paper focuses on continuity in the geography curricula of a single secondary school and its feeder primary schools, with particular reference to pupils aged eight to 13. Data were collected from documentary sources, from formal interviews and from classroom observation. Continuity in curricular aims, content, teaching, methods and modes of assessment is examined in detail. It was clear that geography had not received priority attention in inter‐school liaison activities and there were marked differences in geography curricula between the schools. We pinpoint the difficulties likely to be encountered in attempting to establish agreement across the primary‐secondary divide.