Each partner gathers and evaluates the existing national research (empirical studies, publications, etc.) in the field of transition from primary to secondary foreign language teaching. On the basis of the identified research gaps further research activities are planned. With help of interviews with teachers and learners and questionnaires distributed among teachers, data on the topic of transition is analysed. The project partners exchange research instruments and results and compile these results in a synoptic report about the transition phase in the participating countries.

The research data from Needs Analysis I is further enhanced by teaching samples from primary and secondary classrooms in the participating countries. These are necessary to gain first-hand impressions from the respective teaching realities showing specific methodology from the primary and the secondary level.
The video material is also used to determine the specific fields of interest and to define topics for further sample lessons which are filmed at a later stage in the project. The annotated video samples can then be included in teacher training seminars.

On a national level, each partner collects existing teaching materials and identifies apt tasks for the transition phase. Special focus is on the use of learning strategies, task-based language learning and content and language integrated learning (CLIL). On the basis of the collected materials, bridging tasks are developed within the group, which allow pupils to show their competences gained in primary school. The emphasize lies on tasks, which can be worked within heterogeneous learning groups and which are geared to the pupils’ experience of the world.
The bridging tasks are tested and are partly videotaped in associated schools. The developed materials are published on the project website.

Since continuity in foreign language teaching is only possible if teachers from secondary schools know exactly what competences to build on, assessment and diagnosis of learning outcomes is vital for a successful transition phase. On a national basis, each partner collects existing assessment and diagnostic materials as well as materials for the use of the European Language Portfolio. The annotated collection of material are made available for public use on the project website.

Teaching samples are videoed in order to provide teachers with insights into teaching methodologies of the corresponding other level and to focus on specific methodological approaches which are regarded as especially meaningful for the transition process. Additional study tasks are developed and tested with associated schools in corresponding courses.
The annotated videos and study tasks are made available for public use on the project website.

The materials that have been designed so far (bridging tasks, teaching samples and diagnostic material) are used for initial and in-service teacher training. They are intended to help advance the communication amongst practitioners of primary and secondary level and to offer opportunities for exchanging experiences and needs.
The interactive website gives the users the possibility of downloading all materials for their own use. The forum is open for exchange and provides the opportunity to give feedback on to the material.
For 2010 an international Comenius teacher training course is planned, which is based on the results of the project. The results are also be presented at national and international conferences.