Evaluation and ongoing assessment may establish that the learner has achieved a learning objective. At this point, it is important that you:

  • recognise and celebrate the achievement
  • identify with the learner whether this is the end goal in this area of learning, or whether it would be appropriate to extend or broaden the objective
  • identify with the learner new learning objectives, with reference to long-term goals if applicable.


Progression routes may form one or more of the following:

  • extending learning: for example, from developing hand-to-eye co-ordination to holding a pen, to tracing letters, to writing names
  • transferring learning to other settings: for example, from greeting people at home to greeting people at work
  • broadening learning: for example, from learning to use symbols to make a shopping list, to learning to identify signs in shops or using money for buying things at the shops.

The Adult Pre-Entry Curriculum Framework for Literacy and Numeracy (LSDA, 2001) has examples of progression between curriculum elements and capabilities.


June has started a vocational skills course. In preparation for a work placement in a coffee shop, June and her job coach identified some learning objectives. She has now achieved her learning objective, which was to take a drink or food order by ticking pictures on a symbol menu.


How might June progress from here? Identify five other objectives. Refer to the list of progression routes, above, for ideas.