Closing the gap between primary and
secondary schools.
The transition from primary school to secondary education is a significant step for many
children. They exhibit di9erent behaviour. The subject English is introduced at di9erent
levels in primary schools. The consequence is that children lead significant di9erences
in skill levels in the first year of secondary school. At the primary school learn children
English trough games, songs and simple conversations. In secondary school are the
goals grammar rules, writing tasks and tests about vocabulary. This is confusing for
insecure children and may cause them to lose motivation or confidence.
In this essay I will look at how the gap between primary and secondary school. I will
focus on the problems and how the large di9erence in levels can be reduced, which
would also encourage children to develop their English skills more.
The goals that the children learn in primary lessons are vocabulary and listening, while
grammar and speaking receive less attention. According to research, shows that only
20% of teachers consistently use English as the language of instruction in primary
school lessons (Nu9ic, 2023).
Similar concerns are described by the ESRC project (Lancaster University, 2023), which
highlights that at the begin of secondary school, students may encounter vocabulary,
expressions, and ways of explaining ideas that contrast strongly from the academic
language they were used to in primary school, resulting in a dip of continuity and self-
confidence preparation for secondary school English curricula. A similar source states
that teacher at the secondary school described that eight out of ten primary school
teachers describe vocabulary as an important focus in their school: this drops to five out
of ten teachers at secondary level (Harley, 2020).
The primary school interview shows a gap between boys and girls, the reason is that
boys develop vocabulary through video games, while girls engage more in creative
activities. The teacher focuses on listening and vocabulary but questions the priority of
“bridging the gap” with secondary school, believing secondary schools should take the
initiative. The secondary school interview highlights di9erences between Belgian
children, who learn French, and Dutch children, who learn English. A baseline
assessment starts the first year, with no di9erentiation as students often overestimate
their level. Increased self-confidence and social media exposure support early
vocabulary growth.
My own experience about the subject English is that many schools o9ered English from
group five in primary school. Last year I gave an English lesson to the toddlers about the
theme Christmas. I taught this lesson using the English song “We wish you a merry
Christmas and a happy new year.” In addition, I used a visual aid to support the lesson.
The children were encouraged to label the items they saw in English, such as a
Christmas tree. What I noticed was that many children faced challenges of the song or
secondary schools.
The transition from primary school to secondary education is a significant step for many
children. They exhibit di9erent behaviour. The subject English is introduced at di9erent
levels in primary schools. The consequence is that children lead significant di9erences
in skill levels in the first year of secondary school. At the primary school learn children
English trough games, songs and simple conversations. In secondary school are the
goals grammar rules, writing tasks and tests about vocabulary. This is confusing for
insecure children and may cause them to lose motivation or confidence.
In this essay I will look at how the gap between primary and secondary school. I will
focus on the problems and how the large di9erence in levels can be reduced, which
would also encourage children to develop their English skills more.
The goals that the children learn in primary lessons are vocabulary and listening, while
grammar and speaking receive less attention. According to research, shows that only
20% of teachers consistently use English as the language of instruction in primary
school lessons (Nu9ic, 2023).
Similar concerns are described by the ESRC project (Lancaster University, 2023), which
highlights that at the begin of secondary school, students may encounter vocabulary,
expressions, and ways of explaining ideas that contrast strongly from the academic
language they were used to in primary school, resulting in a dip of continuity and self-
confidence preparation for secondary school English curricula. A similar source states
that teacher at the secondary school described that eight out of ten primary school
teachers describe vocabulary as an important focus in their school: this drops to five out
of ten teachers at secondary level (Harley, 2020).
The primary school interview shows a gap between boys and girls, the reason is that
boys develop vocabulary through video games, while girls engage more in creative
activities. The teacher focuses on listening and vocabulary but questions the priority of
“bridging the gap” with secondary school, believing secondary schools should take the
initiative. The secondary school interview highlights di9erences between Belgian
children, who learn French, and Dutch children, who learn English. A baseline
assessment starts the first year, with no di9erentiation as students often overestimate
their level. Increased self-confidence and social media exposure support early
vocabulary growth.
My own experience about the subject English is that many schools o9ered English from
group five in primary school. Last year I gave an English lesson to the toddlers about the
theme Christmas. I taught this lesson using the English song “We wish you a merry
Christmas and a happy new year.” In addition, I used a visual aid to support the lesson.
The children were encouraged to label the items they saw in English, such as a
Christmas tree. What I noticed was that many children faced challenges of the song or
