EPCM601 Curriculum Progression by Catriona

How do you define progress in schools?

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Ord, W., n.d. How do you define ‘progress’ in schools?. Teachwire, [online] Available at: [Accessed 20 February 2022].

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Ord, W., n.d. How do you define ‘progress’ in schools?. Teachwire, [online] Available at: [Accessed 20 February 2022].

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Wallace, I. and Kirkman, L., 2017. Best of the Best: Progress. Crown House Publishing.

Best of the Best: Progress

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Hampton Primary School, 2019. Foundation Stage - Curriculum Overview Yearly Plan. [online] Hampton Collaborative Trust. Available at: [Accessed 20 February 2022].

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2019. Year 1 - Curriculum Overview Yearly Plan. [online] Hampton Collaborative Trust, p.3. Available at: [Accessed 20 February 2022].

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This is the science section, from each year groups curriculum road map, at Hampton Primary. You can easily see how

Deep dive into whole-school progression map - science

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Twinkl.co.uk. n.d. Deep Dive into Science: Whole-School Progression Map. [online] Available at: [Accessed 21 February 2022].

Early Learning Goal - Understanding the World

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n.d. An EYFS Practitioners Guide to Early Learning Goals and Profile Assessment. [ebook] Pillowell School, p.1. Available at: [Accessed 22 February 2022].

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Randles, J., 2020. 6 benefits of curriculum mapping. [Blog] ISTE, Available at: [Accessed 23 February 2022].

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Kim, H., 2018. Learning Progressions: Pathways for 21st century teaching and learning. [Blog] Brookingd, Available at: [Accessed 23 February 2022].

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Critique

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Will Ord wrote an article about his take on defining progress in schools. He discusses the idea that we’re often obsessed with students’ levels, or degrees, of progress- but can we guilty of ignoring the types of progress made (Ord, n.d.). The article talks about the types of progress that can be made in learning and how both teachers and students alike must collectively understand the concept of progress for it to be meaningful (Ord, n.d.). Similarly, Wallace and Kirkman discuss the idea that progression isn’t a straightforward path to the end goal. Progression is a concoction of many skills and experiences that are repeated and strengthened over time. Wallace and Kirkman, (2017) state that the idea of linear progress is one that has served to encourage the concept of progress in education as a face towards a fixed finishing line.

In the third box of column 1, there is a curriculum map from the foundation stage of Hampton Primary School. Specifically, it is the section that focuses on the early learning goal, understanding the world. The Early Learning Goals (ELGs) are the goals or targets for children to achieve at the end of their reception year (An EYFS Practitioners Guide to Early Learning Goals and Profile Assessment, n.d.). Each term, the school introduces a new topic, along with a selection of books, that fit the theme, to use as resources during lessons. Whilst I think the curriculum map covers each aspect of the early learning goal effectively, I do think some changes could be made to ensure that progress in the learning is being made. On the curriculum map, I have annotated some of the changes I have made and why. For example, I would choose some newer and modern books for each topic, as well as keep some of the classics. I find that some of the newer released books have a great representation of children from all ethnicities and backgrounds. More books with up to date information and facts have been released, along with books focusing on todays issues, which children can easily relate to, issues such as climate change (Greta Thunberg).

In the fourth box of column 1, it is the next curriculum map from Hampton Primary School Science, for year 1. Using coloured highlighters, I have labelled which EYFS topic corresponds with the following learning in year 1 Science. By matching the colours of foundation to year 1, you can see which topic they would have been learning about and what area of 5d topic it would be progressing to next I.e foundation – looking at the local environment is equivalent to year 1 – materials and their properties. As done previously, I have annotated the curriculum map to show what changes I would make to help further the children’s learning in science. I have also included some notes about some extra activities you could complete during these terms to help make cross-curricular links, such as, when on a nature walk, use cameras or iPads to take photos of the things you find, thus linking the learning to ICT.

In the firth box of column 1, I have included the science section from the year 2 medium-term planning, from my most recent placement school. The medium-term planning shows a sequence of lesson objectives and plans, which are completed over 5 weeks. Beside each box, I have included my planning for that lesson along with some photos from the children’s material walk and a slide from the PowerPoint I created for the lesson. If you were to look back at the foundation and year 1 curriculum map, you would be able to see a connection between my planning and the children’s progression plan.

In the sixth box of column 1, you will be able to see the full science curriculum map for each year group, starting with foundation and ending in year 6. In comparison to the deep dive of a whole school progression map (see bottom of column 1), you can notice how Hampton primary school have carefully analysed the needs for progression and created a curriculum map for each year group to demonstrate what children will be learning, when and how. Curriculum maps are a vital tool in schools, creating coherence and providing a visual plan for teachers of all year groups. Curriculum maps help align activities with curriculum intent, ensuring precious lesson time isn’t wasted. Curriculum mapping lets educators collect and record curriculum-related data that identifies the core skills and content taught, the processes employed and the assessments used for each subject area and grade level (Randles, 2020)

Early Learning Goal - Literacy

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The department for Education, 2022. Early Years Foundation Stage Profile. p.11.

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GOV.UK. 2013. Learning to read through phonics. [online] Available at: [Accessed 23 February 2022].

What is phonics?

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Coleman, J., 2015. Phonics in KS3. UKEdChat, [online] Available at: [Accessed 23 February 2022].

Using phonics with KS3

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This is a really interesting article about how you can use the work of Ruth Miskin (Read,Write,Inc) to help further KS3’s understanding of literacy. This article suggests taking the structure of a typical Read, Write, Inc lesson and adapting it slightly to better suit the needs of a KS3 student. As someone who has has a fair amount of experience with Ruth Miskins work, I think this is a great way of strengthening the students core knowledge in Literacy, which will have a strong impact on their reading and writing.

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Miskin, R., n.d. An Introduction to Read, Write, Inc. [online] Ruth Miskin Training. Available at: [Accessed 23 February 2022].

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Mackenchnie, C., 2020. Spelling- Year 5 and 6 National Curriculum Objectives. [Blog] Linguistic Phonics Blog, Available at: [Accessed 24 February 2022].

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Twinkl.co.uk. n.d. National Curriculum for Phonics in KS1. [online] Available at: [Accessed 24 February 2022].

Progress in phonics from Foundation to KS2

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Research shows that when phonics is taught in a structured way, starting with the easiest sounds and progressing through to the most complex, it is the most effective way of teaching young children to read. It is particularly helpful for 5- to 7-year-old children (Learning to read through phonics, 2013). But phonics is only taught in foundation and year 1. Phonics is used in every aspect of both KS1 and KS2, with evidence showing aspects of phonics is also taught in KS3.

In foundation stage, learning is focused on quickly developing word recognition and spelling, Children spend time developing their ability to hear, identify and manipulate phonemes, whilst learning about the relationships between sounds. From my experience, most schools have now transitioned to using Read, Write, Inc by Ruth Miskin, which I find to be incredibly useful. Read Write Inc. Phonics is a DfE-validated systematic synthetic phonics programme with a whole-school approach to teaching early reading and writing, designed to ensure progress for every child, in every primary school (Miskin, n.d.) and is designed for children in EYFS, up to year 2.

Moving into year 1, children will continue with the Read, Write, Inc routine as undergone in the foundation stage, but progressing through the set sounds. In foundation stage, they focus on set 1 sounds and in year 1 they focus on set 2 sounds. By following the same routines throughout year groups, children can easily bridge their learning and build confidence when working with sounds. The children will be re-introduced to sounding out and blending, practising bringing together sounds both mentally and verbally. The children will also graduate to bigger and more difficult spellings such as the or come.

In year 2, the children will continue with their final year of Read, Write, Inc. Phonics will continue throughout the year groups but it will present itself as spelling and reading comprehension, on a bigger scale. By the end of year 2, children should be able to read common exception words by sight and sound out unfamiliar words, using blending to bring it all together. By year 2, children should also be reading daily, if not, every other day. This is to help build on their early reading skills which would have been embedded in foundation.

As children transition into year 3, the focus on phonics becomes less prominent, however still holds a valued place in the English curriculum. Children will focus more on reading comprehension, specifically decoding, fluency and vocabulary skills. In spelling, the children will work to learn the rules of spelling, paying special attention to the rules of adding suffixes. This builds on their previous learning in year 2 of using prefixes and suffixes to form a verb.

Moving into year 4, children continue to apply their ever-growing knowledge to their reading and spelling. In spelling, they will be focusing more on homophones and near homophones. In reading comprehension, the children will be developing into incredibly fluent readings, with the focus now being on building an understanding of areas such as prefixes and suffixes, tricky words and interesting words, as well as, looking into poems and scripts and analysing texts. Reading & comprehension: Age 8–9 (Year 4) | (Oxford Owl, 2022) states that the focus will now be on building comprehension, but it is still important that children use their phonics skills to tackle new words.

As we make the final move into years 5 and 6, children will be using their phonics skills to the fullest. In the last 2 years of KS2, the children will be introduced to code knowledge (alternative spellings and pronunciations) homophones, inflectional affected, derivations, affixed and final stable syllables (Mackenchnie, 2020). Children will focus more on analysing poems, scripts and texts, with the ability to comprehend and discuss the information they are reading and the skills to be able to make comparisons across the books. They will be able to show understanding through intonation, tone and volume, with the ability to share their ideas with confidence.

Focus on phonics to teach reading is 'failing children', says landmark study

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Fixating on phonics will not help young readers

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Read, Write, Inc Lesson Plan - Year 2

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A child’s spellings from Read, Write, Inc - Year 2

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Read, Write, Inc Lesson, spellings section - Year 2

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Early Learning Goal - Expressive Arts and Design

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The department for Education, 2022. Early Years Foundation Stage Profile. p.13.

National Curriculum- Art and Design - KS1 and KS2

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Assets.publishing.service.gov.uk. 2022. Art and design programmes of study: key stages 1 and 2. [online] Available at: [Accessed 1 March 2022].

To foster a love of art in children, we must teach it at primary school

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This article from The Guardian has some really interesting opinions about the importance of art in both primary and secondary school. It talks about fostering interest in art from an early age and encouraging creativity when possible. The article suggests that teachers come together to map out a curriculum for the whole school and that creating an art curriculum from scratch can be daunting, but teachers can make use of other topics that are already being taught at school (The Guardian, 2018). Like the article suggests, using cross-curricular links can be a great way to incorporate other learning into lessons when there isn’t much time to do a whole lesson. For example, when learning about shape in math, you can discuss the art of Henri Matisse who often used bold coloured shapes and patterns to create his landscape art.

The importance of art and creativity in a child’s development

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Durham Commission on Creativity and Education (2013) concludes that creative opportunities, like those provided by Future Creatives, stimulate young children’s curiosity, creativity, and imagination, and support the development of communications skills. Being creative helps children cope with their feelings and fears, as well as managing their emotional states. Art can be a huge part of children’s lives, giving them the ability to do more that just paint and draw. Creativity is an amazing skill that lends itself to multiple subjects across the curriculum. It’s important that we as teachers, ensure we include art in aspects of what we teach, when we can. When writing, children rely on their creativity to come up with a story that’ll shock and wow, in maths children lean on their creativity to help them invent new and exciting ways to approach a maths problem, in geography they can use their creativity to design and make fictional or non-fictional maps, the possibilities are endless. While you don’t necessarily need to dedicate a time slot each week to art, there is always a way that you can include across your curriculum. Not only is creativity good for well-being, it can also lead to a fulfilling career (Durham Commission on Creativity and Education, 2013)

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Richardson, J., 2022. The importance of art and creativity in a child’s development. [online] UAL. Available at: [Accessed 1 March 2022].

Art in EYFS - Lesson ideas that link to the early learning goals

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Here I have come up with a sequence of lessons that can be completed over the course of a term. I have chosen the topic nature, as it is a very broad topic that can be used in a variety of lessons across the curriculum, such as science (plants and animals, including humans). Next to this, I have included the early learning goal concepts on the right, which I have highlighted, then I have marked the corresponding colour to the lesson objective that I think it meets. As you can see you can include multiple concepts in one objective which can really help motivate children to be creative.

Curriculum Skills and Progression Map - Early Years - Art

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I think this school has a really in depth curriculum map for art. They’ve included all the main areas of art, linking back to the early learning goal, they’ve included a section about how they can evaluate the children and they have a section for greater depth. It interesting to see a breakdown a thorough break down for each section as it helps the teacher see clearly, what steps they should be taking to ensure positive progress in Art. They have been sure to include some teaching techniques and questions to ensure that all areas of the early learning goal are covered.

How arts practices can be the foundation of teaching and learning

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Halverson (2021) argues not only do the arts belong in schools, but the core tenets of arts learning belong in every classroom. Education should use the arts—and especially the process of how artists create their work—as a blueprint to re-make more effective learning. Art-making is an act of representation. And the ability to create an effective representation is actually the single most important skill for all classroom learning (Korbey, 2021).

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2013. Durham Commission on Creativity and Education. [online] Available at: [Accessed 1 March 2022].

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Horsfordprimaryschool.co.uk. 2021. Curriculum Skills and Progression Map Art and Design. [online] Available at:

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Korbey, H., 2021. How arts practices can be the foundation of teaching and learning. [Blog] Mind Shift, Available at: [Accessed 1 March 2022].

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Halverson, E., 2021. How the arts can save education. Teachers College Press.

Cross-curricular planning for EYFS

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I made my own cross-curricular planning that would focus on the topic Europe, looking into the languages, geography and music. Typically this would be in a KS1/KS2 topic, but I wanted to show what it could look like in EYFS if you wanted to incorporate something new into the curriculum that could provide a sort of pre-teach for the later year groups.

National Curriculum KS1 - Geography

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Assets.publishing.service.gov.uk. 2022. Geography programmes of study: key stages 1 and 2. [online] Available at: [Accessed 1 March 2022].

National Curriculum KS2 - Geography

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Assets.publishing.service.gov.uk. 2022. Languages programmes of study: key stage 2. [online] Available at: [Accessed 1 March 2022].

National Curriculum KS2 - Languages

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National Curriculum KS1 and KS2 - Music

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Assets.publishing.service.gov.uk. 2022. Music programmes of study: key stages 1 and 2. [online] Available at: [Accessed 1 March 2022].

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This is another cross-curricular plan I have created, this time for KS2. I have used the same topic as my choice for EYFS to show the differences and similarities in teaching topics. Given the right topic, you can create a cross-curricular plan for any year group and edit the learning objectives to best suit the age group. By repeating topic use in EYFS, KS1 and KS2 you can build on prior learning and further current knowledge.

Cross-curricular planning - Year 3 - Epic Egyptians

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This is a year 3 cross-curricular plan for Egyptians. The plan is set out neatly with clear cross-curricular links to a wide range of subjects including Maths and English. The topics chosen for each subject mostly fit, however their are a few things I would change, such as, the music choice. Although it’s stated that one of the songs is linked to something else it would be beneficial to choose music that is suitable to the theme, avoiding any confusion during the learning. I would try find a more suitable lesson for computing such as designing a poster linked to ancient Egypt, or designing their own plan for an Egyptian building using planning software. In P.E, you could come up with your own Egypt themed games and activities.

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studylib.net. 2015. Cross Curricular Planning - Terms 1 & 2. [online] Available at: [Accessed 1 March 2022].

Pros and cons of cross-curricular teaching

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How to make cross-curricular teaching part of your plan

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Cross-curricular learning

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Ofsted's subject deep dive: what is it and what should you expect?

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Cornerstones, 2021. What to expect from Ofsted’s subject ‘deep dives’. Available at: [Accessed 2 March 2022].

Advantages of a cross curricular approach

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•Topic work can make learning motivating and stimulating for children, supporting
engagement, (Hayes, 2010 p10)
•Expecting children to use and apply learning from other subjects supports learning because…
•Recall supports embedding learning into the long-term memory.
•There are opportunities to apply and practice new knowledge and skills from other areas in
new contexts (developing mastery)

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Hayes, D., 2010. The seductive charms of a cross-curricular approach. Education 3-13, 38(4), pp.381-387.

Creative thinking

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Creative thinking is a process through which knowledge, intuition and skills are applied to
imagine, express or make something novel or individual in its contexts. Creative thinking is present in all areas of life. It may appear spontaneous, but it can be underpinned by
perseverance, experimentation, critical thinking and collaboration.

The outcomes of a good arts education are:
• Students are appreciative, critical audiences and participants, and active engaged
producers.
• They are cultural citizens now and well prepared for their futures

Cross-curricular planning - Year 3 - Ancient Greece

catrionaclark1998 — 2022-03-03 00:13:41 UTC

This is a cross-curricular plan I created for Year 3, with the topic of Ancient Greece. I have made links to History, English, Art and Drama. In the plan, you can see how I have set out the learning based around a book; life in Ancient Greece. I have broken down each chapter of the book into weeks I.e chapter 1, week 1, and detailed some activities and learning objectives which link to the other sections of the curriculum as previously mentioned. I have include a section for opportunities to explore texts in English and a section for maths opportunities. At the bottom of my plan, I showcase some ideas on how the children can share their final projects with the class (linking back to the policies on the National curriculum).