Orientation to the world
“For many students, the transition [from primary education] to secondary education is too sudden. Suddenly they get a different teacher for each subject, a different classroom, a different approach… The content of the fifth and sixth grades and the first stage of secondary school are also not optimally coordinated.” (Department of Education and Training, 2016, Modernization of Secondary Education)
The above problem led to the inclusion of the goal of 'improving the transition from primary education to secondary education' in the master plan for the reform of secondary education. However, a smooth transition and good vertical coherence between primary and secondary education cannot be achieved without teachers of the first stage of secondary education actually building on the objectives from primary education that are related to their discipline in their lessons .
This project therefore wants to investigate how teachers of natural sciences, geography and technology from the first stage of secondary education can optimally respond to the assumed substantive initial situation and familiar pedagogical-didactic approaches for their subject disciplines in primary education. What is this initial situation and what are these approaches; in other words, how are sciences and technology dealt with in primary education? Which teaching materials can secondary school teachers then use to optimally build on this initial situation, and how can they pay attention to differentiation and remediation?
The entry into force in September 2019 of the new final objectives for the first stage of secondary education and the associated new curricula - which, as in primary education, encourage integration between the subjects of natural sciences, geography and technology - provide the perfect context to formulate an answer to the above questions.
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