Development Roadmap

To help everyone understand which aspects of educational content we are working on, we have now created a roadmap for the next 18 months of our development plans. This will help schools make financial decisions regarding their approach to assessment and whether our upcoming content may help them support the pupils in their setting. Whilst we endeavour to hit our development targets (and we are better than ever at achieving this), sometimes the sudden change in legislation by governments can shift our priorities. We will update our timescales as and when these changes occur.  

These Frameworks may be subject to additional purchase.


Steps to Excellence

Curriculum for Excellence aims to achieve a transformation in education in Scotland by providing a coherent, more flexible and enriched curriculum for pupil’s aged 3–18 years old. Firmly focused on the needs of the child and young person and designed to enable them to develop the four capacities. The changes brought about by Curriculum for Excellence should lead to improved quality of learning and teaching and increased attainment and achievement for all children and young people in Scotland, including those who need additional support in their learning. Our breakdown of the Curriculum for Excellence is designed to help support schools in showing progress for students along their journey through education, helping schools identify where a students is in their learning and their next steps.

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Pre-early Now Released
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Early Now Released>
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First Now Released
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Second Now Released
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Third Now Released
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Fourth Now Released


Progression Steps

In response to the Rochford Review and the subsequent government consultations, B Squared have designed Progressions Steps as an observation-based, teacher assessment framework for use with pupils who are engaged in subject-specific learning. This framework has been designed to help teachers to identify and record the ongoing achievements of pupils who are working moderately or severely beneath age-related expectations, in some or all areas of their development. It can be used with pupils who are either studying elements from the formal curriculum or those who are still engaged in a semi-formal approach to learning. The Progression Steps assessment framework helps schools and teachers to monitor their provision for Cognition and Learning by enabling staff to record the academic knowledge and abilities achieved by their pupils. We will be starting development of the remaining three Four Broad Areas of Need shortly.

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Core Now Released
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Core+ Now Released
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Foundation Now Released
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Languages Appendix To Do (Est Rel: TBC)
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Mathematics Appendix (Est Rel: TBC) In Progress (Est Rel: TBC)
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Performing Arts In Progress (Est Rel: Sept 18)
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Sporting Appendix To Do (Est Rel: TBC)


Four Broad Areas of Need

Progression Steps covers the Cognition and Learning area from the Four Broad Areas of Need. To support the holistic provision within schools, we are also going to be developing the remaining three Broad Areas of Need. This is something that schools have been requesting heavily and as such, is at the top of our development roadmap. These remaining areas will form highly detailed and specific frameworks requiring a great deal of research, expertise and effort to develop.

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Communication To Do (Est Rel: Summer '19)
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Social, Emotional and Mental Health To Do (Est Rel: Spring '20)
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Physical and Sensory To Do (Est Rel: Summer '20)


Primary Steps

In response to the recent government consultations on primary assessment, B Squared have designed Primary Steps to be used as an observation-based, teacher assessment framework for use with pupils who are working towards end of year outcomes. This framework has been designed to help teachers to identify and record the ongoing achievements of pupils who are working at or around age-related expectations, in most areas of their development. It can be used with pupils who are studying the primary National Curriculum. The Primary Steps assessment framework helps schools and teachers to monitor their provision for Cognition and Learning by enabling staff to record the academic knowledge and abilities demonstrated by their pupils. Skills that are deemed similarly challenging have been grouped together in steps. The organisation of the higher steps reflects the structure of the end of year outcomes from the primary National Curriculum programmes of study. The organisation of the lower steps reflects the structure of the first three teacher assessment standards described by the STA in the ‘Pre-Key Stage 1/2: pupils working below the National Curriculum assessment standard—teacher assessment framework’ documents.

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Core Now Released
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Core+ Now Released
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Foundation Now Released


Engagement Steps

Based on the SEND Code of Practice and the Primary School Pupil Assessment: Rochford Review Recommendations—Government Response. This assessment framework is a highly detailed breakdown which enables special education settings to record PMLD and SLD students’ achievements within the Four Broad Areas of Need and the Seven Aspects of Engagement. The structure of this framework enables these settings to monitor the progress that students aged from 5–14 are making through an informal curriculum and before they engage with subject-specific learning. Whilst this Rochford Review recommendation has not been formally accepted by the government yet, it is currently being trialled in schools across the country. Once the trial concludes and the government have made their decision on the direction of assessment for pupils not yet engaged in subject-specific learning, we can adjust our current iteration of Engagement Steps to bring it in line with any new requirements (if necessary).

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Post-pilot To Do (Est Rel: TBC)


Steps for Life

This content is going to greatly enhance and extend our current post-16 offering, Adult Steps, which only covers Literacy and Numeracy. Based on the revised Functional Skills subject content for mathematics and English, the level 2 apprenticeship framework, and the Personal Independence Payment assessment framework, this Connecting Steps assessment framework will be a highly detailed breakdown which enables special education settings, alternative provisions, and further education settings to record students’ achievements within aspects of functional academic skills; vocational and employability skills; and independent lives and social skills. The structure of this framework enables these settings to monitor the progress that students are making whether they are working below entry level or up to RQF level 2.

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Functional Academic Skills To Do (Est Rel: Spring '20)
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Vocational and Employability Skills To Do (Est Rel: Summer '20)
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Independent Lives and Social Skills In Progress (Est Rel: Summer '19)
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Independent Travel Training To Do (Est Rel: Autumn '19)


Picture Exchange System (PECS)

We are currently looking at creating a framework in conjunction with PECS, details to follow.

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PECS To Do (Est Rel: TBC)


Cwricwlwm Cymraeg

The Welsh Curriculum is currently undergoing a massive overhaul after an independent review of the old curriculum and new approach formulated by Professor Graham Donaldson. This review is still ongoing with a version for feedback set to be made available in April 2019, a final iteration due to be released in January 2020 and mandatory adoption by state maintained schools in Wales by 2022. Development of this curriculum will begin in 2019 after the release of the draft, where we will begin our analysis of the document, providing relevant feedback through the official channels and then committed development in 2020 with the final release.

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Cwricwlwm Cymraeg To Do (Est Rel: TBC)


Early Steps

EYFS is set for another review. We will provide more details when these changes have been set out.

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Post-review To Do (Est Rel: TBC)