1. © Curriculum Foundation
There is much more about promoting progress in skills and competencies (with more examples) in the books we mentioned earlier - by two people you have come across before.
Brian Male
Mick Waters
© Curriculum Foundation

2. To summarise this section
The Levels have gone – and the new national curriculum is set out in a quite different format from the old one
Within the new curriculum, there are different approaches to subjects and key stages that affect assessment
The best way forward is to plan to develop and deploy the subject skills that are specified differently in each subject in the ‘subject content’ or ‘statutory requirements’ sections that come later.
These skills then become the basis for assessing the ‘content’ or ‘requirements’ and adds depth to the expected learning
This approach to curriculum design underpinned the first online programme – and now provides the basis for assessment
© Curriculum Foundation

3. © Curriculum Foundation
It is like the model of the tree in the Bridging Unit.
In the new national curriculum, the specified subject skills are the roots, whilst the ‘subject content’ of ‘statutory requirements’ are the leaves.
When the two come together, learning really grows.
© Curriculum Foundation