Progression Lines

The core of learning is progression.

  • We cannot hope to teach young people all the knowledge in the world.

  • We therefore have to develop the skills to enable them to access and utilise the knowledge they need.

 

Progression lines for every subject

  • It is my ambition to have progression lines for any aspect of learning where it is useful to do so.

  • I have already developed them for all core areas of learning.  

  • We also have them for areas like PSHE and SEMH.

  • This link takes you to the Science Example.

  • The others can be obtained and personalised with your school or centre logo by contacting Eugene Brunet.

This page outlines the core principles behind them.

Please request INSET and support with integrating them into your learning and assessment plans.  

Progression Line Theory
  • The key skills are highlighted at the top.

  • Skills can develop from very low baselines.

  • The key identifiers are in Blue 

  • The core skills at each level are in Black

  • Examples to help clarify are in Red

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Assessment Best Fit

Young people perform at different levels every day, and these can change through the day.

Change the topic / time of day / what they had for breakfast and they will change levels.

Assessment is especially challenging in alternative provision

For that reason a "best fit" model is essential for children who are often with us for very short periods of time.

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Building on Skills

The blue key headers help us to broadly assess.

A best fit on the black statements helps us to gauge progress and plan next steps

The red text  offers examples and helps with quality assurance.

Using the scales on the left helps us match up with the rainbow grid.

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Extending The Range

It is essential in the Alternative Provision sector to effectively assess SEMH and PSHE.

Often these are the first indicators of progress when a young person has entered crisis.

Using agreed shared benchmarks helps us to tie in this aspect too.

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