Progression
The experiences and outcomes provide opportunities for progression within each level and through planned progress to the greater demand of learning at the next level.
Appropriate references and research have been used in each curriculum area to match the level of cognitive, emotional and physical demand at the different stages with what is known about good practice in learning.
The outcomes cover a very wide range of skills for learning, skills for life and skills for work.
These include literacy, numeracy and skills relating to health and wellbeing, and go beyond these to include opportunities for the development of skills relating to the use of information and communications technologies, high-order cognitive skills, interpersonal skills, and practical and performance skills.
Progression in learning will depend on learners having adequate opportunities to participate in higher-order learning activities and to develop breadth of learning through practice and application across a range of contexts, rather than on rapid movement through levels.
The experiences and outcomes offer opportunities to consolidate and extend learning in individual areas in order to meet the varied needs of children and young people.
The experiences and outcomes recognise that children and young people will progress at different rates but that all are entitled to take part in activities which will engage and motivate them, nurturing their talents and enabling them to develop the skills they will need for life and for work.
The experiences and outcomes therefore provide a basis for planning for both lateral (broadening and enriching) and vertical (becoming more challenging) progression.
Whilst the framework sets out broad expectations for progression, curriculum planners and staff should use the breadth and depth enabled by the framework imaginatively to meet the needs of those who are exceeding these broad expectations as well as those who require additional support to meet them.
The period of time spanned by a level will generally be at least two years and the statements about the experiences and outcomes are generally expressed in a broad manner.
This approach enables staff to plan for greater depth, rigour and security in learning but it also poses risks if expectations of pace and depth are too low.
The experiences and outcomes are designed to raise the bar of achievement and it is important that staff interpret them in the most aspirational way: the experiences and outcomes should not create artificial ceilings which might limit expectations of what children can achieve.
It is expected that the deeper and richer learning provided by the experiences and outcomes will lead to young people reaching, by the end of S3, a level of attainment and achievement that is deeper and more secure than at present.
The experiences and outcomes provide a basis for staff to engage with children and young people about their progress. Along with the learner, teachers will use their professional judgement and a range of evidence to evaluate progress and discuss with learners the next steps that are most appropriate for them. When children and young people are secure in their learning and able to handle important concepts at a particular level and have opportunities to demonstrate what they have learnt and can do in a range of different contexts, they should move on towards the next stage of their learning. Additional support should be provided where it is required.