This relationship at the local, regional, and national level will help bring coherence as schools and settings engage with and enact Curriculum for Wales and it evolves within schools and settings. This understanding can contribute to processes of self-evaluation and continuous improvement. Wales' new curriculum and assessment arrangements are being built on The Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. 25 . New project to bring long-lasting support for Assessment and Progression Includes strategy, reports, projects and assessments. 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. Four overarching aims guide the entire curriculum. Discover. When developing these processes, consideration should be given to using a wide variety of different communication means, for example, face-to-face, digital or written. The Curriculum for Wales will then be . 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. Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. PDF Transition Plan 2022-25 Curriculum for Wales: Statements of What Matters Code Legislation Sets out the 27 statements of what matters across the 6 areas of learning and experience. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . To be truly effective all those involved with a learners journey need to collaborate and work together. It publishes the expert input, supporting materials, and outputs of these conversations on the. What relationships do you already have that could support professional dialogue about progression between schools and settings? Explore all your options and start planning your next steps. 03rd March 2023. The Statements of What Matters in learning are the basis of progression. A review and recommendations on including Welsh history and perspective in school education. Word documents with the Descriptions of Learning for Progression Steps 1, 2 and 3 for all Areas of Learning in the new Curriculum for Wales 2022. An indication of most appropriate practitioners to contribute to the most relevant discussions in supporting learner progression (depending on the focus of the discussions under consideration). position and comparison. Theyll work with their teachers to understand how well theyre doing. This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. It should contribute to developing a holistic picture of the learner their strengths, the ways in which they learn, and their areas for development, in order to inform next steps in learning and teaching. Equally, continuity of learning to support progression for learners is crucial at this stage in a learners journey. Secondary schools were given a choice of whether to teach it to Year 7 in 2022/23, as originally planned, or wait a further year until it also becomes statutory for Year 8 in September 2023. Assessment and the new curriculum | Curriculum for Wales Blog There is a new curriculum in Wales which will be mandatory from September 2022. This focuses on understanding what it means to make progress in a given area or discipline as learners increase the depth, breadth and sophistication of their knowledge and understanding, skills and capacities, and attributes and dispositions. Progression step 2. This is important to help them: spot any issues or extra support they need. Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. A vision statement developed by the group. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. Leaders may wish to consider the questions below in doing this. For further information about transition, please see the next section of this guidance. It may be drawn upon to: Schools will still need to maintain the educational and curricular record as required by the Pupil Information (Wales) Regulations 2011. 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. Therefore, to develop and maintain a shared understanding of progression, local authorities must make arrangements to: We recommend that local authorities encourage EOTAS providers to participate in discussions relating to progression when approached by a school to which, or from which, they have learners transitioning and/or dual registered learners. Brain Awareness Week Infographic (teacher made) - Twinkl Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2 More information can be found online. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. 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. 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. Healthy, confident individuals who . Track - Monitor coverage and progress across the five progression steps to help identify next steps for individual pupils and whole cohorts. Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. 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. The information provided should not contain descriptions of the topics and learning activities the learner has undertaken, unless this is to provide context, but should focus on the progression itself and the individual needs and support of the learner. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. smooth transitions a shared understanding across a school cluster ensures the best possible transitions within and between nursery schools and primary schools and primary and secondary school for learners, as institutions will understand what and how learners have been learning and will be learning and what their next steps in learning should be to support their education and well-being. Cookies are used to help distinguish between humans and bots on contact forms on this UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. . They also have a role in establishing processes which support the engagement and involvement of EOTAS settings with primary and secondary schools or PRUs with whom they have relationships due to the movement of learners between them. At whatever point a learner enters a school or setting, practitioners should ensure they understand where they are in their learning and the progression they have made to date. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. This is your chance to get to know the new curriculum and make your contribution. By continuing to use this site, you agree to our use of cookies. Supporting learner progression assessment guidance - Hwb This should be informed by a good understanding of child development. UPDATE: Now each table includes a column on the right for your own tracking information. . Richard Gammage MSc MA - Chief Executive Officer designate - LinkedIn Progression step 3. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. A summary of how professional learning is changing to meet the needs of the new curriculum. UPDATED Curriculum for Wales 2022 Progression Steps 1-3 (All AoLEs) This incorporates biology, chemistry, physics,computer science anddesign and technology. When designing their curriculum, schools and settings should consider what information that flows from assessing learner progress needs to be gathered and recorded in order to illustrate and record progress in learning, along with when this should take place and in what level of detail. Effective self-evaluation will involve schools and settings reflecting on their approaches to planning, developing and implementing curriculum and assessment arrangements, to ensure they are supporting learner progression. Much work has been done to identify key areas for development in light of local & national priorities. An overview of the 2023 Ofsted science report | Cornerstones Education These will help learners, teachers, parents and carers to understand if appropriate progress is being made. National Curriculum for Wales (2008-2026) - Wikipedia how their expectations for progression compare to those of other schools and settings, to ensure coherence and equity across the education system and a sufficient pace and challenge in their approach to progression in their curriculum and assessment arrangements. Progression Steps | Important Information for Teachers - Twinkl Schools and settings should plan a range of assessment methods and techniques that are fit-for-purpose and support progression across the breadth of the curriculum. Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning. 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. Curriculum designers should be aware that non-religious worldviews are diverse and should consider teaching a range of non-religious worldviews / philosophical convictions as set out in the Welsh Government legislative summary. When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. 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. This should include both immediate next steps and longer-term objectives and goals that the learner should work towards to help keep them moving forward in their learning. As part of the learning process, practitioners and learners should develop an understanding of how each learner learns and what their attitudes and approaches to learning are, in order to support their continuing progress and to foster commitment to their learning. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. The purpose of the descriptions of learning is to provide guidance on the direction and pace of progression in order to support practitioners and inform their curriculum design and learning and teaching. The curriculum has been developed based on a report commissioned in 2014. Communicating effectively with parents and carers on an ongoing basis is an important way to foster positive relationships in order to engage them in purposeful and meaningful dialogue. Curriculum for Wales: Statements of What Matters Code Curriculum for Wales - Hwb The Draft Curriculum for Wales 2022 document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). Public Health Wales have published a warn and inform letter regarding scarlet fever an invasive streptococcal disease./ Mae Iechyd Cyhoeddus Cymru wedi cyhoeddi llythyr rhybuddio a hysbysu yngln thwymyn y Scarlet yn glefyd streptococol ymledol. This might help define future priorities for leadership, curriculum design, planning, learning and teaching. These Regulations amend Schedule 17 to the Coronavirus Act 2020 to enable the Welsh Ministers to make a notice to temporarily dis-apply certain curriculum requirements and their associated assessment arrangements. Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. For ease, links to the relevant sections of this guidance will be provided in the Welsh Ministers assessment arrangements guidance for funded non-maintained nursery settings. Art itself is not static, and its purposes, materials and methods are always evolving.'. Some cookies are necessary in order to make this website function correctly. with practitioners in other schools beyond their cluster(s) to help ensure equity across the education system. Families engage enthusiastically with this considered approach to homework. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. This should be in an accessible manner which both maximises parents and carers engagement and understanding. This article provides an overview of education in Wales from early childhood to university and adult skills.Largely state funded and free-at-the-point-of-use at a primary and secondary level, education is compulsory for children in Wales aged five to sixteen years old. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. This information is then used by learners and practitioners to determine the next steps needed to improve their learning further and to inform practitioner planning. The focus of discussions regarding progression will naturally evolve over time as schools and settings move through the phases of curriculum design into first teaching and then ongoing review and improvement. Ratings & Reviews. For a definition of school cluster group(s), please see the. However, when coming together to develop their understanding of progression, we envisage primary and secondary school practitioners will consider not only progression at Year 6 and Year 7 but the 3-16 continuum as a whole. Now a new three-year project, Camau I'r Dyfodol, will help practitioners grow that meaningful understanding, helping it evolve as the curriculum evolves. Assessment should not be carried out for the purpose of accountability. Helping students think about money while choosing a university . The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. To reflect the importance of these discussions between practitioners, the leaders of all schools and settings in Wales are required to put arrangements in place to enable them to participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression. . 2 Mar 2023. VENDRE! Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. The Institute of British Sign Language (iBSL) surrenders CCEA . These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. Progression is not linear and different learners are likely to progress in markedly different ways. A summary of the public's response to recommendations on a new approach to curriculum and assessment. Principles of progression Mandatory In the Mathematics and Numeracy Area the model of progression is based on the development of five interdependent proficiencies, outlined below. The importance of play and playful learning, being outdoors, observation and authentic and purposeful learning. the pace and challenge of expectations the process of developing a shared understanding enables practitioners and schools and settings to explore whether their expectations for learners are sufficiently challenging and realistic and whether any support is required by individuals, further supporting equity for all learners, provide ongoing opportunities for practitioners to reflect on their understanding of progression and how it is articulated in their curriculum, thus feeding into their curriculum and assessment design, planning and self-evaluation and improvement processes, provide ongoing opportunities for practitioners to compare their thinking to other similar schools and settings, providing a level of consistency of expectation while retaining local flexibility, strengthen understanding of approaches and practice between schools and settings, including, where relevant, funded non-maintained nursery settings, PRUs and other EOTAS providers, within their school; and across their school cluster group(s). This focus does not relate to external reporting, but contributes to a school or settings understanding of what it needs to know and reflect on about its learners in order for them all to maximise their potential, as well as its identification of specific challenges and support that particular groups or individual learners might need. The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. 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. How to use the curriculum planning support document is available as a pdf. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. Alok Gupta 2022-03-17 1.Matrix, 2. The Four Purposes will be at the heart of our new curriculum. A school or setting must put in place a plan which: School/setting leaders may wish to consider including information such as the following in their plan. 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. Averages , 5. These are as follows. Matomo cookies Create . In Wales, the following subjects are included in the ks2 Welsh curriculum: English Welsh Welsh second language mathematics science design and technology information and communication technology history geography art and design music physical education The above video may be from a third-party source. A timetable for various meetings/engagement opportunities. Curriculum for Wales Curriculum for Wales Changes to the Curriculum for Wales guidance Supporting materials for curriculum, assessment and evaluating learner progress Practical support for curriculum development, quality assurance and self-evaluation Learn more Getting started Introduction to Curriculum for Wales guidance HWB.GOV.WALES uses cookies which are essential for the site to work. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. New Curriculum 2022 | Alaw Primary School In later years it will focus on working both independently and collaboratively. Personal statements will not be changing for 2024 entry. These can be considered as both longitudinal and cross-sectional. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. Reflecting on a learners progress over time will enable practitioners to provide feedback and help plan their future learning, including any interventions, additional support or challenge that may be required. The proposals, further evolved following feedback, will form the basis of statutory guidance which schools will have to have regard to when developing andundertaking assessment in the new curriculum. The new curriculum will include: 6 Areas of Learning and Experience from 3 to 16 3 cross curriculum responsibilities: literacy, numeracy and digital competence progression reference points at ages 5, 8, 11, 14 and 16 achievement outcomes which describe expected achievements at each progression reference point. Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. The proposal is that funded non-maintained settings and schools will be required to provide a It provides details to schools and settings providers of funded non-maintained nursery education (FNNE), pupil referral units (PRUs), other education other than at school (EOTAS) providers of the matters to which they must have regard to when making, implementing, reviewing and revising assessment arrangements and classroom practice integral to their curriculum. If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. Why I love the Curriculum for Wales 2022 - RSC Education Guidance for school governors about the Curriculum for Wales 2022. Auteur: Laszlo Fedor. The Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. Progression Steps and Achievement Outcomes . The first teaching of all year groups from primary school to Year 7 will begin in September 2022 and the new curriculum will roll out year-on-year from this point. School and setting leaders are best placed to develop the most appropriate arrangements to enable practitioners to participate in professional dialogue for the purpose of developing a shared understanding of progression. Smoking and Vaping Enquiry-Based Learning Activity - Twinkl To ensure quality for our reviews, only customers who have purchased this resource can review it. Curriculum Wales 2022 | Trealaw Primary School Supporting learner progression assessment guidance. In doing so, they should take into account the diverse needs of individual learners across the breadth of the curriculum. Maths Week Display Bunting with Welsh Flag (teacher made) Ratio and Proportion , 4. Head teachers and governing bodies of secondary schools and their feeder primary schools must work together to plan to support learner progression, with a focus on effective communication between practitioners, learners and their parents and carers. When are students first introduced to key topics? Enterprising, creative contributors who are ready to play a full part in life and work. These could include regular whole staff meetings, departmental meetings and cross-department groups. Curriculum for Wales Enabling Pathways guidance The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. An outline of how the outcomes of these discussions will be captured to inform a school/settings self-evaluation processes and how their subsequent improvement priorities in turn help identify the areas for consideration during these conversations. School curriculum overhaul for Wales published - BBC News Curriculum for Wales (2022-present) From Wikipedia, the free encyclopedia The Curriculum for Wales is the curriculum which will be taught at all levels of state-funded education in Wales to pupils aged three to sixteen years by 2026. As outlined in Successful Futures: Progression Steps will be described at five points in the learning continuum, relating broadly to expectations at ages 5, 8, 11, 14 and 16. Evaluation, improvement and accountability arrangements within the education system are separate to assessment arrangements but historically have been seen to influence how assessment is perceived and how it is undertaken. The Curriculum for Wales Guidance has been updated. In addition, there is a Literacy and Numeracy Framework and a Digital Competency Framework which will embed literacy, numeracy and digital skills throughout all curriculum areas. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. Non-essential cookies are also used to tailor and improve services. What practical arrangements might be needed to enable this? Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Progress and next steps will be . Assessment will be part of your childs learning every day. A summary of individual learner information should be provided annually, the timing and format of which will be determined by the head teacher but which best supports the learners progress. 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. This should be achieved by embedding assessment into day-to-day practice in a way that engages the learner and makes it indistinguishable from learning. Ofsted research review | PACEY This should be achieved through: The role of the practitioner is to plan for and provide effective learning experiences that are appropriate to the age and development of each individual learner. 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. Preparing students for interviews. been dismissed. Arithmetic . Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. Observational assessment should be used and practitioners should look for evidence of embedded learning to assess what a learner can do consistently and independently in a range of learning experiences. Mathematics Progression Points Year 3 (PDF) - uniport.edu 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. The data from this cookie is anonymised. Curriculum for Wales 2022 - NDNA