ABSTRACT
Continuity and progression are widely recognised as desirable qualities within a curriculum. The National Curriculum, with its programmes of study and attainment targets, was intended to strengthen both qualities within the education provided for pupils between the ages of 5 and 16. The revisions to the Order for Geography appear to be a mixed blessing, weakening some aspects of continuity while in other respects making it much easier to plan for progression in pupils’ learning. Before delving into details, it may be useful to clarify the distinction between the two concepts.
