Curriculum for Wales

Progression

Progression in education means increasing knowledge, improving skills and deepening understanding of ideas and concepts. It is a non-linear, divergent process which occurs at different stages of the continuum for each learner.

Progression in learning should always be at the heart of curriculum design rather than starting with a theme and fitting the learning to it. In selecting curriculum content, schools and practitioners must use the principles of progression to inform their approach to progression.

The principles of progression below articulate the national expectations for learners’ progress throughout the continuum of learning.

Increasing breadth and depth of knowledge 
Deepening understanding of the ideas and disciplines within Areas 
Refinement and growing sophistication in the use and application of skills 
Making connections and transferring learning into new contexts 
Increasing effectiveness as a learner

Key Principles

Planning for progression should take account of the pace and depth of learning.
Progression involves moving from literal, simple information to more abstract and complex concepts.
Progress happens when skills, knowledge and understanding can be transferred to and applied in new and increasingly unfamiliar contexts.
Progress is enabled when discussion, reflection and evaluation form an integral part of the learning.

Parents as Partners in Progression:

Regular and effective communication with parents and carers supports learner progression. Involving parents in the learning process in this way can help them understand how they can support learning within and outside of the school environment.

Resources:

🌐 Designing your Curriculum: Developing a Vision

🌐 Designing your Curriculum: Principles of Progression

🌐 Designing your Curriculum: Implementation and Practical Considerations

🌐 Supporting Learner Progression Assessment Guidance

Key considerations:

To what extent do we understand non-linear progression?
How do we facilitate discussion about the nature of progression to ensure a shared understanding?
How do we determine individual learner starting points in order to plan for progress?
How do we know when deep learning is taking place?
How do we support learners to improve their effectiveness as learners through discussion, reflection and evaluation?

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