'Schools should trial aspects of design, new approaches and pedagogy, using the learning to evaluate and refine their approach.'

'Schools should collaborate in clusters to ensure progression is jointly owned.  This is critical to ensure the effective transition of learners along the 3 to 16 continuum.  This should bring coherence between curricula across different phases while reflecting each school’s distinct vision.  It should support learner progression and involve jointly developing and trialling processes to support the transition of learners.'

'Schools should consider approaches to how the Areas, statements of what matters, principles of progression and disciplines will be used to inform curriculum and assessment design.'

'Consider a range of approaches (e.g. disciplinary, interdisciplinary, multidisciplinary) to curriculum design and how approaches can support progression. Determine which approaches to test and evaluate in the context of the school, and in different Areas ensure all learner needs are considered in an inclusive context.'

'Having developed high-level progression, consider how knowledge, skills and experiences can be sequenced to best support learners’ progress.'

'With the context of the high-level curriculum, undertake short and medium term planning and trialling of new approaches in learning and teaching.'

'Jointly developing and trialling progression across a cluster is critical to developing high expectations and a coherent trajectory of progression for learners.' 

• How do we expect learners to progress? How can we ensure this is based on understanding of progression and child development? What should this progression look like over their learning journey? 

• What areas, statements and disciplines do these knowledge, skills and experiences contribute towards? What natural connections can be made that broaden and deepen learners’ understanding? 

• How can disciplinary, interdisciplinary and multidisciplinary approaches support learners to develop different knowledge, skills and experiences? What approaches might be appropriate at different stages in a learner’s journey? 

• How will we set high enough expectations for learners across the continuum of learning?  

• How will we ensure our curriculum is inclusive of all learners?