Use this material to plan focused support for an individual pupil or a group of pupils whose progress needs boosting.

What is a progression map?

A map is useful if you are going on a journey. You need to know your starting point, your destination and the points in between. This map is to help you plan the learning journey for pupils who are achieving below expectations and need to make better progress. The map helps you identify where the pupils are, where they need to go next and how you can help them get there.

How to use the map (with APP)

First: Decide whether you wish to start with speaking and listening, reading or writing.

Next: Consider what you know about your target pupil or group of similar pupils. If you have assessed them using the Assessing Pupil’s Progress (APP) approach, you will know the pupil’s level and stronger and weaker assessment focuses (AFs) within the level.

Finally: Proceed to the page for the level of your target learners. On this page you can compare your learners to descriptions of typical pupils at this stage and select targets for improvements in the AF areas your pupils need. If you need exemplification of teaching towards these targets, you can reach it from this page.

How to use the map (without APP)

The approach is the same but if you do not have APP information, you will have to use the pupil descriptions to ascertain where your pupils are on the map. This is a process of making a best fit judgement having considered a number of pupil descriptions. When you are satisfied that you have matched your pupil, you can proceed to the appropriate targets and learning and teaching ideas.

Additional features

Advice to parents, carers and mentors

Straightforward guides are available at all levels for speaking and listening, reading and writing. Teachers can print these for use or can refer parents/carers to the relevant web pages.

Sample lesson sequences

Certain teaching topics are exemplified with sample lesson sequences for which there are full lesson plans. Where this material is available, it will be attached to the page.

Links to Standards files

Using the links to the relevant Standards files, you can compare the work of your pupils to a sample of work that exemplifies national standards.

English Progression Map: Reading

Select your pupils by matching their national curriculum level (KS3) or GCSE grade (KS4). This will give you access to a more detailed description of learners at this level and targets to move them forward.

If level or GCSE grade information is not available look for the description that best fits your pupils.

Budding reader: probably assessed as Level 2 (KS3)

Is in the process of learning the basic skills needed for reading including a range of strategies for reading unfamiliar words.

Developing reader: probably assessed as Level 3 (KS3) or GCSE G/F (KS4)

Reads with increasing fluency and accuracy and uses a range of strategies to construct meaning.

Competent reader: probably assessed as Level 4 (KS3) or GCSE F/E (KS4)

Reads between the lines, seeing meaning that isn't stated directly. Deploys a wide range of active strategies to find and read texts for different purposes.

Active reader: probably assessed as Level 5 (KS3) or GCSE E/D (KS4)

Has a sense of the writer at work behind a text, and can explain something about how a text is constructed, based on plenty of prior reading experience.

Reflective reader: probably assessed as Level 6 (KS3) or GCSE D/C (KS4)

Can make a considered response to a range of texts and use information from a range of sources.

Versatile reader: probably assessed as Level 7 (KS3) or GCSE C/B (KS4)

Is a critical and thoughtful reader across a wide range of texts: selecting, sifting, summarising, comparing and contrasting.

You may also find this guide to the reading progression map useful.

English Progression Map: Writing

Select your pupils by matching their national curriculum level (KS3) or GCSE grade (KS4). This will give you access to a more detailed description of learners at this level and targets to move them forward.

Your APP assessments are more likely to be accurate and useful if you have a range of appropriate evidence from each pupil to review – this might be written or oral evidence. Your pupils are likely to have undertaken a variety of activities since their last APP assessment so you need to decide which pieces will be most relevant.

Budding writer: probably assessed as Level 2 (KS3)

Writes in simple sentences with some relevant content but this is often brief and underdeveloped.

Developing writer: probably assessed as Level 3 or GCSE G/F (KS4)

Communicates clearly in sound basic sentences, beginning to adopt a viewpoint and establish a clear purpose.

Competent writer: probably assessed as Level 4 (KS3) or GCSE F/E (KS4)

Writes with increasing relevance and details with a wider range of sentences and the ability to organise whole texts in straightforward ways.

Active writer: probably assessed as Level 5 (KS3) or GCSE E/D (KS4)

Takes control over language, beginning to choose words for effect and make conscious decisions about how to shape whole texts and individual sentences.

Reflective writer: probably assessed as Level 6 (KS3) or GCSE D/C (KS4)

Writes with a convincing individual voice using text and sentences structures that contribute to meaning and purpose.

Versatile writer: probably assessed as Level 7 (KS3) or GCSE C/B (KS4)

Writes confidently with relevance and detail, choosing appropriately from a range of styles and forms and showing a clear understanding of audience and purpose.

You may also find this guide to the writing progression map useful.

English Progression Map: Speaking and listening

Select your pupils by matching their national curriculum level (KS3) or GCSE grade (KS4). This will give you access to a more detailed description of learners at this level and targets to move them forward.

If level or GCSE grade information is not available look for the description that best fits your pupils.

Budding speaker/listener: probably assessed as Level 2 (KS3)

Begins to hold the attention of the listener and makes simple responses but only in certain contexts.

Developing speaker/listener: probably assessed as Level 3 (KS3) or GCSE G/F (KS4)

Can develop ideas and feelings in talk in most contexts and make relevant responses to others.

Competent speaker/listener: probably assessed as Level 4 (KS3) or GCSE F/E (KS4)

Can express straightforward ideas in some detail and is developing the skills of group discussion.

Active speaker/listener: probably assessed as Level 5 (KS3) or GCSE E/D (KS4)

Communicates in a clear, engaging way which is adapted to match the context and actively seeks meaning when listening and responding.

Reflective speaker/listener: probably assessed as Level 6 (KS3) or GCSE D/C (KS4)

Talks effectively in demanding contexts with a growing understanding of the impact of varieties of spoken language.

Versatile speaker/listener: probably assessed as Level 7 (KS3) or GCSE C/B (KS4)

Talks in an assured and engaging way to explore a wide range of subject matter and makes well-judged contributions to sustained discussion.

You may also find this guide to the speaking and listening progression map useful.