If pupils are to reach their peak of development in language an approach is needed in which pupils:

• are prepared for the transition to secondary education
• expect that secondary teachers will value their previous learning
• know that what they are learning will act as a key to the whole secondary curriculum

To bridge the primary/secondary transition, a module has been produced which takes Birmingham and its redevelopment as a theme. This powerful text-handling module supports the sustained development of reading skills and writing skills through a very specific focus on text-handling and language use.

This module has been written by teachers for teachers, and builds upon past good practice. Close links have been made between the module and other work to raise attainment in secondary schools.

Year 6 children work upon the first part of the module during their last weeks in primary school and complete it in the first few weeks of secondary school. This is creating closer curriculum links between primary and secondary colleagues. It is also giving secondary staff greater insights into the literacy abilities of pupils arriving at their school.

This focusing on achievement, continuity and progression:

• eases the transition from primary to secondary
• gives an extra sense of purpose to pupils in their last weeks of primary school

• promotes a common starting point for pupils on entry to secondary school
• allows the transfer of evidence of ability, in a manageable format
• provides a way for primary and secondary teachers to share expertise in a very focused way

In the summer of 1998 the materials have been used by 160 primary schools (60% of the city primaries) and 41 secondary schools (70% of city secondaries). It is anticipated that the text module, and a number module, will be in consistent use in all schools by the year 2000.

In addition 20 schools throughout the City ran summer holiday literacy programmes based in their own schools. Support from the Core Skills Development Partnership enabled the planned number of holiday literacy schools to be doubled. These built upon previous holiday literacy and numeracy ‘springboard’ activities. Each school developed its own programme. Most adopted a theme for their summer schools, and many worked in partnership with other agencies in the community.

The majority of the students were recruited from the feeder primary schools. Young people from the secondary school were recruited and trained, and were extremely valuable in supporting the teaching staff. A number of activities continued after the end of the holiday, converting into learning opportunities after school and at weekends.

In these summer schools achievement was not based on competition and comparison with others, but on progress made by each student against their own learning plan.

The overwhelming message from participants was that they had found the experience challenging, rewarding and an exciting learning experience.