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Section 4

Continuity, Progression and Coherence

The quality of interactions is the critically important feature of effective learning and teaching.

All teaching should aim to develop continuity, progression and coherence in pupils' learning. Teachers and managers have important and distinctive roles to play in ensuring that the learning experiences that pupils undertake are underpinned by these principles. The eventual quality of pupils' learning is determined by the extent to which this happens.

In this section two contexts that relate to managing learning are identified. These are:

     managing learning in the classroom
     managing learning across the 5-14 stages.

For each context, an overview is provided describing key factors in effective management and important features of good practice. The list is not exhaustive and does not seek to describe in detail what are recognised as complex areas. It does, however, identify those factors and features that, either directly stated or clearly implied, are generally acknowledged as necessary for pupils to make good progress. They contribute to the development of continuity, progression and coherence in the curriculum and in pupils' learning. Some further prompts are included to help teachers and managers consider how these key factors might be consistently incorporated into the day-to-day teaching and learning of pupils.

Managing learning in the classroom

Effective learning and teaching comprises a wide range of important and interacting features. Different stages of the learning process require different interactions between teachers and pupils. The quality of these interactions is the critically important feature of effective learning and teaching. The four key factors described below, widely accepted as the basis of good practice, significantly determine the quality of the interactions. They lie at the heart of effective learning and teaching and are regarded as building blocks for continuity, progression and coherence in pupils' learning. They are concerned with teachers:
  • making learning clear for the learner
  • using a variety of approaches
  • giving and receiving clear and regular feedback
  • monitoring the progress and attainment of learners.

    Where teachers do these things well, successful and enjoyable learning and teaching take place.
    		• ...four key factors ... widely accepted as the basis of good practice ... lie at the heart of effective learning and teaching...
    Making learning clear for the learner

    Teachers can support pupils in their learning through:
  • revisiting prior learning:
              - asking pupils to recall and demonstrate individually and in groups what they have already learned            and achieved
              - summarising for pupils the main points of previous learning
  • ensuring the learning task and purpose is clear:
              - checking pupils' understanding of what they have to do, how this builds on and links to what they            already know, what they are going to be learning about, what they will know/be able to do at the end of            this task
              - providing clear criteria for evaluating their progress in the task
              - involving pupils in planning their learning

  • ensuring the language of instruction, explanation, exposition and description is clear:
              - taking time and care to ensure language is unambiguous and pitched at the appropriate level for            pupils

  • ensuring that classroom organisation is suitable for all learners:
              - making available appropriate learning materials
              - organising furniture for different ways of working
              - displaying pupils' work attractively.

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