This dissertation examines how the continuity
between the primary and secondary stages in education,
advocated by a succession of government reports, is
achieved between six Edinburgh secondary schools and
their feeder primaries. The first chapter refers to
some of the official reports which comment on this
problem and to some of the research into how pupils
adjust to the first year of secondary education. It
also outlines how this present research was conducted.
The second chapter presents details of Lothian
Regional Policy on the transition between these two
stages in education together with information on current
Regional initiatives in this matter.
Chapter Three deals with the means whereby the
schools studied first establish liaison between primary
and secondary and the types of information on pupils
transferred. Further links over curricular continuity
are examined in chapter four and the views of pupils
on transfer, together with the means adopted by the
secondaries to reduce the anxieties of transition, are
set out in chapter five.
The final chapter presents the conclusions drawn
from the evidence collected and the sources studied.