Key facts showing the percentage of learners and staff from BAME backgrounds. The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. They are not a series of criteria to be directly assessed against, nor can they be assessed by discrete assessment tasks, independent of learning and teaching activities. Curriculum for Wales 2022 What Matters What are they? to improve the website performance by capturing information such as browser and device More information can be found online. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. Four overarching aims guide the entire curriculum. The curriculum guidance revisions will be followed by a second set at the end of 2021 to cover: Relationships and Sexuality Education Religion, Values and Ethics Careers and Work-Related Experiences The addition of guidance on enabling pathways A revised 'Legislation' section Additional guidance on the UNCRC and UNCRPD Information that flows from assessing learner progress should be used to identify strengths and areas for improvement in both the curriculum and daily practice, including consideration of how the needs of learners as individuals have been met. The framework for evaluation, improvement and accountability aims to drive behaviours which positively support and enable our vision for curriculum and assessment, giving practitioners and school leaders the confidence to learn and improve their practice continually to best support learner progression. on-entry assessment arrangements for funded non-maintained nursery settings. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. profitez du shopping sans soucis. Since the publication of the Curriculum for Wales 2022 the teaching profession across Wales has had the opportunity to reflect on its current practice and consider how this might change when delivering a purpose-led curriculum. It can also be used as a basis for communicating and engaging with parents and carers. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. The Curriculum for Wales framework guidance will be updated annually in January of each year. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. We've saved some files called cookies on your device. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. Progression Step 1 Nursery to Reception. This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. by default and whilst you can block or delete them by changing your browser settings, some The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. Careers education comprises three distinct elements - lessons specifically on careers, embedding careers in the curriculum, and gaining experience of the world of work. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. Progress and next steps will be . Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. These are as follows. A review and recommendations on including Welsh history and perspective in school education. These include the key principles and purpose of assessment as outlined in this guidance along with other statutory guidance published alongside subordinate legislation such as the guidance to Support Transition from Primary to Secondary schools. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. Discover. Qualifications Wales is working with stakeholders to co-construct a coherent and inclusive choice of bilingual qualifications for schools that aligns to Curriculum for Wales and meets the needs of all learners. September 2022:All maintained schools and settings using the new curriculum and assessment arrangements. How to use the curriculum planning support document is available as a pdf. Welsh Governments response to Audit Wales report on the Curriculum for Wales. Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. For each, the guidance offers detail to guide curriculum planning and key questions to consider, including on progression and assessment, which are likely to inform local professional dialogue. A useful article on this blog in June 2018 outlined the principles underpinning progression, and in September an animation on progression was also published to explain the approach. Progression Steps and Achievement Outcomes . Statutory online personalised assessments are part of the wider assessment arrangements and are designed to help the practitioner and learner understand how a learners reading and numeracy skills are developing and what the next steps should be. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. The interim report focuses on learning resources. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. In the early years this will incorporateplay (problem solving,exploringideas, establishing connections and collaborating). . A Ministerial Direction pursuant to section 57 of the Curriculum and Assessment Act 2021, for the purpose of enabling practitioners to participate in professional dialogue within their school or setting and with practitioners from other schools and settings to develop and maintain a shared understanding of learner progression. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. Moving from primary to secondary school is a key milestone in a learners journey, and being properly supported to make this transition is important for all learners. The descriptions of learning provide further guidance for schools and settings in relation to the pace of progression across the 3-16 continuum of learning. The understanding a practitioner has of each individual learner, gained from assessment, is essential in supporting this process. Progression step 4. This sets out the 3 phases that form the iterative process of curriculum design for schools and settings (engagement; designing, planning and trialling; and evaluation and preparing for first teaching). There are a number of fundamental matters that schools and settings should consider when making assessment arrangements to support their curriculum and providing learning experiences in the classroom. 25 . They both must therefore be able to consider whether assessment arrangements are delivering the required purpose, to support learner progression, and to evaluate whether schools are using the assessment information, as part of their evaluation and improvement processes, in the right way to improve effectiveness. Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. Our cookies ensure you get the best experience on our website. This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. As such, practitioners should assess all learners across the 3 to 16 continuum based on the progression articulated in their school or settings curriculum and in their planned learning intentions. Some cookies are necessary in order to make this website function correctly. In terms of individual learner information, schools and settings must share information with parents and carers about: Sharing individual learner information with parents and carers must be done at least termly and need not be contained in large written reports but fed back in the best format determined by the head teacher. Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, Safety and Child Protection. The group will review learning resources and professional training in relation to the teaching of Black, Asian and Minority Ethnic (BAME) history, Welsh history and cynefin. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. For the same purpose, schools will engage with funded non-maintained nursery settings as well as PRUs and other EOTAS providers with whom they have relationships to support learner transition and dual registered learners. Change). Much work has been done to identify key areas for development in light of local & national priorities. Families engage enthusiastically with this considered approach to homework. In line with the new curriculum, the legislation to come into effect in September 2022 set out how arrangements to assess progression must be designed alongside the curriculum, with requirements on schools that include for every learner: ongoing assessment throughout the school year to assess progress; identification of next steps in progress . The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. While Key Stages 2, 3 and 4 will disappear the principles of the Foundation Phase will remain the same but will become a part of one seamless curriculum for children aged 3 to 16 providing more joined up learning. Where possible, practitioners from funded non-maintained nursery settings should also take every opportunity to engage with other funded non-maintained nursery settings and maintained nursery schools to develop and maintain their understanding of progression and share their experiences of supporting learner progression. This might help define future priorities for leadership, curriculum design, planning, learning and teaching. Our school curriculum has been developed using the principles of co-construction. As they do so, they will make links across their learning and apply this in new and challenging contexts. Some of these may be specific to individual areas of learning and experience (Areas), some may apply across more than one Area and others may be specific to learners with additional needs. How might the outcomes of discussions within and between schools and settings feed into the school or settings curriculum and assessment design and self-evaluation processes. While the provision of personalised assessment reports to parents and carers is a statutory requirement, this is only a small element of what may be provided and should be considered in the context of the wider communication and engagement process with parents and carers. Encounters with employers and employees . GOV.WALES uses cookies which are essential for the site to work. Following a feedback period which ended in July 2019, the refined version will be available in January 2020, which will be used throughout Wales from 2022. For further support, please see Annex 1. You can change your cookie settings at any time. Curriculum for Wales: Statements of What Matters Code Legislation Curriculum for Wales: Statements of What Matters Code Sets out the 27 statements of what matters across the 6 areas of learning and experience. These are only suggestions to support the planning process: This professional dialogue should inform self-evaluation, by supporting an understanding of where schools may want to improve their curriculum. This may include specialist educational support and support from other agencies (for example health services), provide information about learning progression that has taken place and been assessed in other contexts (for example for learners in joint placements between a school and another setting). The theme for this year's British Science Week is 'connections', and it could not be more relevant to Ofsted's latest findings on how best to teach the subject of science. What relationships do you already have that could support professional dialogue about progression between schools and settings? How an understanding of child development is applied to support progression for all learners. The aim is to help practitioners gain a clear picture of a learners achievements, plan appropriately, identify and seek additional support if needed, and report back to parents. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. It publishes the expert input, supporting materials, and outputs of these conversations on the. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). It grouped school years between the ages of five and sixteen into four "key stages". guidance to support settings in developing a shared understanding of progression, guidance to support the on-going assessment of progression for learners in funded non-maintained nursery settings. Our next step as a department is to consider progression within maths by looking at how students' understanding of key concepts develops over time. Request a different format. , by supporting an understanding of where schools may want to, draft guidance on assessment arrangements, evaluation, improvement and accountability, Support Transition from Primary to Secondary schools, referenced within the Summary of Legislation, Personalised Assessments: Administration Handbook, Supporting materials on curriculum design, progression and assessment can be found on Hwb, Assessment arrangements for funded non-maintained nursery settings, National Network for Curriculum Implementation, guidance on the production of Transition Plans, supporting materials on transition in practice, improve our website by collecting and reporting information on how you use it, developing a shared understanding of progression, communicating and engaging with parents and carers, the head teacher and the governing body of a maintained school or a maintained nursery school, the teacher in charge and a management committee for a PRU, a person who provides non-PRU EOTAS under section 19A of the Education Act 1996, supporting individual learners on an ongoing, day-to-day basis, identifying, capturing and reflecting on individual learner progress over time. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. The Head Teacher Reporting Regulations are being phased out in accordance with the roll out of the new curriculum and the detail will then be set out in the Schedule to the Provision of Information by Head Teachers to Parents and Adult Pupils (Wales) Regulations 2022. been dismissed. VENDRE! The foundation for this engagement and partnership is establishing: Schools and settings must design and/or adopt a curriculum that enables learners to realise the four purposes, providing for appropriate progression for all learners. Focus on how to take the pedagogy of the Foundation Phase into Key Stage 2, and begin to use new terminology for the phases; PS1, PS2, and PS3. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. This should be achieved through: The role of the learner is to participate in and contribute to the learning process in a way that is appropriate to their age and stage of development. All maintained schools and settings using the new curriculum and assessment arrangements, ambitious, capable learners ready to learn throughout their lives, enterprising, creative contributors, ready to play a full part in life and work, ethical, informed citizens of Wales and the world. Published: 28/02/2023, 10:00am. Now a new three-year project, Camau I'r Dyfodol, will help practitioners grow that meaningful understanding, helping it evolve as the curriculum evolves. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. By continuing to use this site, you agree to our use of cookies. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Mathematics and Numeracy. Leia Curriculum for Wales: Progress in Computing for 11-14 years de George Rouse disponvel na Rakuten Kobo. Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . Preparing students for interviews. understanding group progress in order to reflect on practice. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have The assessments must be taken annually in line with the statutory guidance provided in the, Increasing breadth and depth of knowledge, Deepening understanding of the ideas and disciplines within Areas, Refinement and growing sophistication in the use and application of skills, Making connections and transferring learning into new contexts, inform communications and engagement activity with parents and carers, support the transition of learners along the 3 to 16 continuum, help practitioners and leaders develop their understanding of progression, review and revise the curriculum and corresponding assessment arrangements, identify where improvement and support are needed as part of the school or settings self-evaluation process, their joint expectations for how learners should progress and how knowledge, skills and experiences should contribute to this in schools and settings curricula drawing on the principles of progression, statements of what matters and descriptions of learning, how to ensure coherent progression for learners throughout their learning journey and in particular at points of transition (for example, across and between primary and secondary school; across and between funded non-maintained nursery settings and primary schools, or schools and EOTAS providers; and from year to year within a school/setting).
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