Abstract
Concerns about a dip in pupil progress and attitude to science in the transition from primary to secondary school have been well documented and yet persist (Ofsted, 2015, 2023; Steidtmann et al, 2023). This transition project, developed from Bianchi and Turford (2022), involved teachers from 12 schools working together and brings a fresh perspective to a long‐standing challenge. We examined what a group of primary and secondary teachers can do to address the issue, given time and support to work collaboratively, as well as access to recent research and inputs from key figures in the science education community. How the transition project impacted four teachers at a personal and professional level is explored through two case studies.