Progression at Key Stage 1

This section is divided into two. The first deals with the generic aspects of progression, the sorts of things that you should be conscious of whether working in a single or mixed age class. These broad indicators help you to pitch the work appropriately but only take you so far. For the more precise small steps that pupils need to take in order to improve, you are far better off looking at the by skill/concept section.

What I have done in the ‘by skill/concept’ section is far in advance of anything else you can get your hands on at the moment. I have broken down progression in each of the separate strands of the attainment target. As it is often the case that your lessons will focus on one skill, or  two at most, all you need to do is to look at the chart to find the next steps for your pupils. The small steps start from the top and then work down the page. Not only does this help with assessment for learning, it also helps you when designing markschemes for diagnostic or summative assessment. (See the separate assessment section of the site for details of these). What many schools have done is to allocate to each topic a number of the statements of progression of each strand. That way, not only do you ensure that all ideas have been covered, you can also ensure that they occur in the right order!

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