About us
Smoothly to School is an Erasmus+ cooperation partnership in school education. We focus on transitions within compulsory education — between pre-primary, primary and secondary stages — and on how education systems can move from abrupt change to genuine continuity.
About us
Smoothly to School is an Erasmus+ cooperation partnership in school education. We focus on transitions within compulsory education — between pre-primary, primary and secondary stages — and on how education systems can move from abrupt change to genuine continuity.
About us
Smoothly to School is an Erasmus+ cooperation partnership in school education. We focus on transitions within compulsory education — between pre-primary, primary and secondary stages — and on how education systems can move from abrupt change to genuine continuity.
What we aim to achieve
Our main objective is to improve support for children during transitional periods and to facilitate a smooth transition between the stages of compulsory education in the participating countries. We work at two connected levels: the education system itself, and the everyday practice of schools.
At the systemic level, we examine how the organisation of educational stages and curricula can create continuity — or sharp breaks — in children’s learning pathways. At the school level, we study how teachers and school teams actually support children before, during and after transition, and what enables or limits that support in practice.
The project contributes to Erasmus+ priorities on tackling learning disadvantage, early school leaving and low proficiency in basic skills, as well as inclusion and diversity in education. Strengthening continuity between educational stages is one way to address inequalities, support children from disadvantaged backgrounds, and help every pupil build the competences they need for the next stage of learning.
What we do
The partnership combines analysis, comparison and practical application. We analyse and compare how education systems and curricula are organised in the participating countries, and how this affects children’s transitions. We study how schools support children during transitional periods, identify factors that help or hinder effective support, and formulate recommendations for systemic change. On that basis, we collect examples of good practice and develop guides and online materials that schools can use directly in their work.
Because the partner countries represent different approaches to organising compulsory education, the project can compare how systemic frameworks shape school practice — and which solutions may be transferable across borders. That European perspective is essential: the same recommendations cannot simply be copied from one country to another without understanding differences in how education is structured.
What we aim to achieve
Our main objective is to improve support for children during transitional periods and to facilitate a smooth transition between the stages of compulsory education in the participating countries. We work at two connected levels: the education system itself, and the everyday practice of schools.
At the systemic level, we examine how the organisation of educational stages and curricula can create continuity — or sharp breaks — in children’s learning pathways. At the school level, we study how teachers and school teams actually support children before, during and after transition, and what enables or limits that support in practice.
The project contributes to Erasmus+ priorities on tackling learning disadvantage, early school leaving and low proficiency in basic skills, as well as inclusion and diversity in education. Strengthening continuity between educational stages is one way to address inequalities, support children from disadvantaged backgrounds, and help every pupil build the competences they need for the next stage of learning.
What we do
The partnership combines analysis, comparison and practical application. We analyse and compare how education systems and curricula are organised in the participating countries, and how this affects children’s transitions. We study how schools support children during transitional periods, identify factors that help or hinder effective support, and formulate recommendations for systemic change. On that basis, we collect examples of good practice and develop guides and online materials that schools can use directly in their work.
Because the partner countries represent different approaches to organising compulsory education, the project can compare how systemic frameworks shape school practice — and which solutions may be transferable across borders. That European perspective is essential: the same recommendations cannot simply be copied from one country to another without understanding differences in how education is structured.
What we aim to achieve
Our main objective is to improve support for children during transitional periods and to facilitate a smooth transition between the stages of compulsory education in the participating countries. We work at two connected levels: the education system itself, and the everyday practice of schools.
At the systemic level, we examine how the organisation of educational stages and curricula can create continuity — or sharp breaks — in children’s learning pathways. At the school level, we study how teachers and school teams actually support children before, during and after transition, and what enables or limits that support in practice.
The project contributes to Erasmus+ priorities on tackling learning disadvantage, early school leaving and low proficiency in basic skills, as well as inclusion and diversity in education. Strengthening continuity between educational stages is one way to address inequalities, support children from disadvantaged backgrounds, and help every pupil build the competences they need for the next stage of learning.
What we aim to achieve
The partnership combines analysis, comparison and practical application. We analyse and compare how education systems and curricula are organised in the participating countries, and how this affects children’s transitions. We study how schools support children during transitional periods, identify factors that help or hinder effective support, and formulate recommendations for systemic change. On that basis, we collect examples of good practice and develop guides and online materials that schools can use directly in their work.
Because the partner countries represent different approaches to organising compulsory education, the project can compare how systemic frameworks shape school practice — and which solutions may be transferable across borders. That European perspective is essential: the same recommendations cannot simply be copied from one country to another without understanding differences in how education is structured.