Progression through the curriculum

One of the principles for curriculum design is progression, described as 'Children and young people should experience continuous progression in their learning from 3 to 18 within a single curriculum framework. Each stage should build upon earlier knowledge and achievements. Children should be able to progress at a rate which meets their needs and aptitudes, and keep options open so that routes are not closed off too early.'

Children in pre-school settings and early primary school will work predominantly within one level - the early level. Their skills, knowledge and understanding will become deeper - and broader - as they progress. To achieve this, experiences and outcomes are likely to be revisited. However, the learning would be different each time and would build on previous knowledge and experience.

For example, an early level outcome in the sciences states:

'I have experienced the wonder of looking at the vastness of the sky, and can recognise the sun, moon and stars and link them to daily patterns of life.' (SCN 0-06a)

At the beginning of the early level, children may be fascinated by watching the night sky and wonder about the lights and shapes that they see. They may learn to name the sun and the moon. As children progress they will become aware of the patterns of night and day and talk about the effect of the sun and moon on aspects such as hot days or bright nights. Some may become interested in the stars, their shapes and stories. By the time they have progressed through this level, the same children will have a much deeper knowledge and may be taking their interest further and exploring the wonder of the planets, carrying out their own research using appropriate books or computer programs.

There will be wide-ranging possibilities for breadth, depth and progression in learning within each outcome. These will depend upon children’s needs and interests and the creativity of staff. The more varied and imaginative the opportunities given to children to use newly acquired skills, the more likely will be the increased motivation and sense of self-confidence that are essential to real and lasting learning.

Understanding that play and other forms of active learning are the backbone of learning and teaching in the early years gives shape to the kinds of professional judgements that staff will have to make as children progress through the early level. Direct and interactive teaching will be part of the repertoire of staff from the beginning, although it will become more prominent towards the end of Primary 1. More structured learning should move ahead at a good, enjoyable pace as children’s needs dictate.

New skills can be introduced as appropriate with continuing opportunities to practise them in play and interesting planned situations throughout the curriculum areas. Children will develop a range of skills including literacy and numeracy which are built on in pre-school education from their experiences at home.

However, a more formal approach, for example to reading and writing, should be introduced only when staff feel that children are developmentally ready to benefit from this. Each child, each group of children and indeed each day might demand fresh thinking. Different curriculum areas offer different opportunities for a variety of methodology, but the emphasis on active learning applies to them all.

From the beginning of the early years, children will naturally play and work alone or in a variety of sizes of group. Progression in methodology should aim to encourage more co-operative experiences as children develop. Much effective learning is social, and teaching and learning amongst peers can sometimes be even more effective than when it is offered by an adult. Sharing, planning and contributing toward joint efforts can enhance confidence and responsibility so that by the time children move through to the next stage they should feel comfortable working independently, with one other child, in a small group and also as a member of the whole class.

Reflective questions

• How do you ensure there is breadth and depth in the opportunities provided for children to develop their range of skills, talents and interests?
• How do you plan activities to provide appropriate support and challenge to enable children to make progress?
• How do you plan opportunities and time to support learning across the curriculum and help children make purposeful use of their emerging understanding of, for example, literacy and numeracy?
• How do you provide opportunities for children to learn individually, in pairs and in small and larger learning groups?
• How do you revisit learning experiences in order to deepen them – applying understanding in different situations?
• In what ways do you use assessment information to plan next steps in learning?