In order that learners make best progress in reaching the objectives in the Frameworks, teaching must be planned taking account of learners' prior knowledge – where they are, and of their personal targets for learning – where they need to be. The renewed Frameworks promote teachers' professional judgement in developing sequences of lessons that respond flexibly to the needs of pupils, both as an online tool and in structure and design.
The key to successful planning lies in grouping the learning objectives into a coherent scheme of work and aligning them to appropriate contexts, activities and resources.
Each Framework is a guide to good progression across Key Stages 3 and 4 so that most pupils can make two levels of progress throughout each key stage. Although the objectives are age-related, the strands allow teachers to move between the yearly objectives according to learners' attainment and progress, and so give more flexibility in pitching objectives according to where different learners are and where they need to be, within a common focus for learning.
Different groups of pupils in the class will need different progression routes. Some pupils or groups of pupils may need to work on a learning objective from a previous year. On other occasions you will already have secured the learning of most of the class and will need to look ahead to a learning objective from further on in the objectives to plan the next sequence.
