Introduction

The North Gower Partnership has co-constructed a model of progression to support planning, assessment and reporting. ​

​It aims to provide all learners, across our partnership, with an equitable curriculum  based on sound research and ambitious expectations.​

​All practitioners, within the partnership, will be supported to use our consistent approach to ensure every learner makes maximum progress during their time in primary, as they transition to secondary school and beyond so each can aspire to the four purposes.

Bloom’s Taxonomy and the Principles of Progression

Bloom’s Taxonomy promotes the concept that learning is a consecutive process. ​

​As children revisit knowledge, skills, and experiences, they will develop breadth and a depth of knowledge; deepen their understanding of the ideas and disciplines within the areas of learning; refine and grow sophistication in the use and application of skills; make connections and transfer learning into new contexts and increase in effectiveness. ​

​We ensure pupils are taught so they can learn, practise so they can understand and are given learning opportunities so they can apply what they know and can do.   This is how we plan for and assess progress across the North Gower Partnership.​

Blooms taxonomy recognises that the higher order skills of analyse, create and evaluate are essential to developing life-long learners.​

​All practitioners across the partnership are expected to plan opportunities and experiences that build upon the skills of  learn, understand and apply. ​

​The North Gower Partnership promotes a spiral approach to planning for progress, whereby pupils need to revisit knowledge, skills and experience in order to progress in line with the principles of progression.