How to use this resource
Milestones are important points in development, and demonstrate progression. Learners who are not able to achieve any of the benchmarks within Early Level still require tracking and monitoring of their progression. Whilst many of these learners will move on to work at Early Level, some learners will continue to make progress at the pre-early stage.
Milestones are intended to support practitioners to track the progression of learners. They are not intended to provide an alternative curriculum for children and young people with complex additional support needs. Planning for such learners should continue to be based on the Experiences and Outcomes from Curriculum for Excellence, with personalisation where required.
A number of tables are provided which support practitioners to explore the different ways in which learners with complex additional support needs engage with their learning, and the levels of support they require. It is hoped that the use of the milestones will support a more learner-centred approach which celebrates the differences of all learners. We recognise that whilst there are individualised milestones that children and young people with complex additional support needs may move through, these are by no means all necessary aspects of progression.
These resources are included to support individual or staff professional learning relating to the Milestones.
Tracking, Recording, Reporting and Planning
Continuum of Engagement and Types of Support
Assessment and Moderation
Differentiation and planning for multiple levels within a class
When using the guidance and milestones for literacy and English and numeracy and mathematics, schools should ask themselves:
- Have we moderated our understanding of the milestones as a staff group to ensure that we are able to track progression effectively?
- Do we have a clear knowledge and understanding of how children and young people with complex additional support needs learn and progress so that we can take this into account when using the milestones?
- Do we ensure that for each milestone we have incorporated the levels of engagement and the types of support required to determine whether the child or young person has been able to reach that milestone?