Age Groups and Progression

In any early childhood setting, school class, or other learning environment, pupils may be working at different levels. A pupil might be working at one level in one aspect (learning strand) of the curriculum and at a different level in another area. It is essential for teachers to structure their lessons to accommodate these individual differences.

The following diagrams illustrate potential progressions for pupils learning BSL at two different points across each key stage, but variations will occur within each group of pupils.

Pupils who are exposed to BSL early on, either through their families or in early childhood education settings such as learning BSL in school, may follow this pattern of progression.

Pupils who begin learning BSL at Year 7 without prior knowledge may follow this pattern of progression.