How is progress assured as part of a well designed and sequenced curriculum?

How pupils make progress as they travel through the curriculum must be at the heart of curriculum planning. An essential part of this is to ensure we can accurately assess that progress is being made and that learning is sustained.

It is therefore essential that assessment of learning is a critical part of the substance of the curriculum design. The introduction of the National Curriculum in 2014 saw the end of a generic system of assessment linked to clearly defined levels. Learning curriculum content and deepening knowledge and understanding is now much more of a focus for defining pupils’ progress whether in the primary or secondary phase.

The emphasis is more on progress linked to the knowledge and skills pupils develop incrementally within subjects and across the curriculum. There needs to be a cohesive whole school strategy where teachers work together to ensure that the learning is sequential and developmental. Reading is a critical skill, as are all the other literacy skills embodied in the programmes of study across all subjects. Maths is taught conceptually but mastery will come when pupils can make connections and apply the concepts they learn in Maths in contexts across the curriculum.

The curriculum programmes of study are a blueprint for creating a progression model. What pupils will learn and how they will learn it needs to be clearly defined in order that teachers can assess whether progress has been made. A rich curriculum offer will recognise that subjects are interwoven, that concepts transcend subject learning, that the core and wider skills for learning are an integral part of every subject and pupils need to know where and how to apply them in and across all subjects.

This won’t happen unless time is given to shared planning across year groups, within and across curriculum subjects and at transition points. There needs to be a culture where professional learning conversations articulate the ambition for what pupils will achieve as they journey towards well-defined outcomes and achieve their potential. School leads to a final end point which is life and work but there are steps along the way and assessing learning and progress must define these carefully.

We have an outstanding range of CPD that will support leaders, managers and teachers to be at the forefront of this curriculum evolution. Our knowledge and expertise are highly praised and we have a wealth of well-researched resources that provide a platform for future learning across the whole school or college. Below is a flavour of our curriculum offer. Coaching is the best way to build a culture of professional learning, have a look at our Coaching in Education section.

For primary schools

• Re-defining the Primary Curriculum – Delivering high quality seamless and sequential learning across the primary phase
• Re-defining formative assessment in the primary school – assessing the acquisition of skills and knowledge for deeper and sequential learning
• Moving on – creating a transition strategy that builds a continuum of learning from Early Years and Key Stage 1 to Key Stage 2
• Mastery and Deeper Learning in Literacy and Numeracy across the Primary Curriculum
• Defining and Enhancing the Role of the Subject Leader – managing curriculum change that delivers sequential, seamless and deep knowledge and skills

For secondary schools

• Re-defining the Secondary Curriculum – Defining purpose, sequencing seamless content and delivering impact
• Re-defining formative assessment in the secondary school – assessing the acquisition of skills and knowledge for deeper and sequential learning
• Literacy is the Language of Learning – Enhancing the role of the Literacy Co-ordinator
• Maths in Context – Figuring out where numeracy equals learning
• Crossing the Transition Bridge – Seamless learning from Key Stage 2 to 3
• Key Stage 3: A Vital Piece in the Curriculum Jigsaw – make sure they are the worthwhile years
• Delivering a Vocational Pathway – Alternative curriculum solutions to ensure parity, positive outcomes and successful learners
• Defining and Enhancing the Role of the Subject Leader – managing curriculum change that delivers sequential, seamless and deep knowledge and skills