The global outbreak of COVID-19 aggravated inequalities in the basic education sector in South Africa. The pandemic necessitated mechanisms to advance learning while safeguarding against the spread of the life-threatening virus. To pursue teaching and learning, rotational school attendance models were introduced. However, the notion of "no child left behind" remains a concern due to the complexities of the rotations. A progression policy that encourages curriculum support to bridge the content gap was introduced to remedy unnecessary school dropouts that emanated from continuous retention. Progressed learners require catch-up programmes outside of normal school hours. With this study we sought to explore the effects of rotational models on the implementation of the progression policy with the view to providing curriculum support. Using a qualitative research approach, we focused on curriculum support for learners progressed to Grade 12 at 1 secondary school. Purposive sampling was used to select 6 teachers who accommodated 5 or more progressed learners in their classrooms. Data were collected through document analysis and individual semi-structured interviews. The findings reveal that rotational learning has resulted in a learner articulation gap. Therefore, there is a need for curriculum support for progressed learners to assist them in coping with mastering new concepts and the curriculum in the new grade. We conclude that teacher professional development is essential for relevant curriculum support of learners. We propose the need to rethink and reimagine the implementation of the progression policy during and after the pandemic to reshape it to address the learner articulation gap.