Teaching Procedures

Continuity and progression, in the context of education, refer to the ways in which pupils' understanding builds and develops during their time in School. Cohen et al. (2010, pag 134) defines continuity as "an important educational principle, arguing that the curriculum that is planned must build on prior curricular experiences that the students have had." This requires the teacher to assess where the student is in intellectual development, knowledge, skills, organisation and so, in order that subsequent plan can stretch the pupil instead of rendering the learning boring or impossible. Planning for continuity requires to know previously what students have already done, thus during teaching practice one, planning for continuity was achieved after some time getting information about the students and, some meetings with the mentor, in which pupils' previous knowledge and abilities were discussed.

Experiences that children have about different educational transitions and in their family lives affect children and their capacity to adjust and to learn. There are two main transitions that must be bridged in order to promote continuity, these are: firstly, from kindergarten to primary school, and secondly, the transition from primary school to secondary school.

Continuity is usually promoted by developing a curriculum that states the general objectives and that is planned for curriculum coherence according to the knowledge of how each individual student learns. However, in the context of Spanish language subject in the school, where students are set in ability groups, and they start learning Spanish just after the transition from primary to secondary school, continuity can be achieved easily by just using differentiated plans that a...

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...ence possitively in progression. As an example, a new student who came to grade 10 in the middle of the course, did not participate in classes and she even was not able to talk until she made a friend one week later; after this, she became more participative and her self-esteem increased substantially.

In conlusion, continuity and progression are mainly enhanced by specific teaching procedures, parents-teachers regular progress meetings, specific school policies and the support for pupils self-esteem.

Works Cited

Dunlop, A., Hilary, F. (2002) Transition in the Early Years: Debating Continuity and Progression for Children in Early Education. Routledge. London.

Cohen, L. Manion, L. Morrison, K. and Wyse, D (2010) A guide to teaching practice. London: Routledge.

Howe, A., Val, R. (2011) Bridging the Transition from Primary to Secondary School. London: Routledge.