As schools and settings continue to develop their curriculum and assessment arrangements, they may wish to use these professional dialogue arrangements to share their thinking, approaches and examples. Tes Global Ltd is Leaders may wish to consider the questions below in doing this. For further support, please see Annex 1. A timetable for various meetings/engagement opportunities. The changes are mainly additions or amendments to existing sections. Our mission is to provide people with homes and specialist support so they feel more valued and secure, and ready to take the next steps. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. 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. Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. In later years it will focus on working both independently and collaboratively. 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. A vision statement developed by the group. 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. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . Estyn also have a duty to inspect in accordance with the legislation. For learners aged 14 to 16, the principles of assessment and statutory requirements outlined in this guidance will continue to apply to day-to-day learning and teaching as part of a school or settings curriculum. You can change your cookie settings at any time. Practitioners should provide opportunities for learners to undertake peer assessment and self-assessment, supporting them to develop these skills in a way which is appropriate to the developmental stage of each learner. Learners should be involved in the transition process to provide insight into what motivates them, what their preferences are, how they learn, what barriers there may be to their learning, and what their strengths and areas for development are, as well as to suggest potential next steps. The guidance document will be published in January 2020. Ensuring the well-being of all learners should be an important and integral part of the process, recognising the needs of individuals, while also supporting both continuity and progression in their learning. There are 5 Progression Steps covering typical development from 3 years to 16 years. This should be in an accessible manner which both maximises parents and carers engagement and understanding. Despite this, music education in Wales did not exist before the early years of the 20th century. The needs and progression of our learners and is central to our curriculum. Self-reflective behaviors nurtured in a supportive and collaborative environment, underpinned throughout the education system, will raise standards and support every young person to fulfill their potential. Non-essential cookies are also used to tailor and improve services. These are: Progression Step 1 - age 3-5 Progression Step 2 - age 5-8 Progression Step 3 - age 8-11 Progression Step 4 - age 11-14 Progression Step 5 - age 14-16 Children can be anywhere on the progression line though. 25 . This style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. 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. The new Curriculum for Wales will be introduced in 2022 and is at the heart of an effort to ensure that children and young people in Wales have the best support and opportunities to be able to thrive for the future of Wales. The group, drawing on advice from experts, has developed high-level principles to provide broad direction for assessment at a national level. When undertaken well, this can aid learner progression by helping parents and carers to understand how they can support learning within and outside the school environment creating a bridge between school or setting and home. The importance of play and playful learning, being outdoors, observation and authentic and purposeful learning. The curriculum has been developed based on a report commissioned in 2014. Assessment should not be used to make a one-off judgement on the overall achievement of a learner at a set age or point in time against descriptors or criteria on a best-fit basis. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. 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. There will be opportunities for practitioners to engage in discussions on progression as part of: The learning gained from such discussions at a regional and national level should feed back into processes at a local level. The Statements of What Matters in learning are the basis of progression. Progression step 1 Progression step 2 Progression step 3; These recommendations are based on Humanism. Schools can use our assessment frameworks to help prepared for the new Curriculum for Wales 2022. How could you work together to improve current arrangements and ways of working to support these discussions? To be truly effective all those involved with a learners journey need to collaborate and work together. This enables them to learn from each other in a supportive environment. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. This understanding can contribute to processes of self-evaluation and continuous improvement. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. 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. I can listen to, understand and use basic concepts in language, e.g. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. Ratings & Reviews. NSW Law Society of New South Wales, NSW Young Lawyers - The NSW Young Lawyers Mentoring Program unites newly admitted lawyers seeking guidance and support with more experienced lawyers who are willing to volunteer their time to assist those just starting out in their careers. profitez du shopping sans soucis. Maths Week is an event that you can hold at your school at any time of the year to promote the importance of mathematical skills and show how we use mathematics and numeracy in our everyday lives. plenty of opportunity to think like a scientist, but now the curriculum design process is explicit and KS3 - sorry, Progression step 4 - has a vital role in the development of pupils for the . Assessment has three main roles in the process of enabling learner progression: When planning and delivering learning experiences, practitioners should be clear about the specific role of each assessment being undertaken, and what the understanding gained from assessment will be used for and why. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. It should be read alongside any supporting guidance and supplementary information on the key processes needed for effective learner progression, published in parallel with the legislation in summer 2022. Change). A review and recommendations on including Welsh history and perspective in school education. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. The Curriculum for Wales framework guidance will be updated annually in January of each year. From 31 January 2023, the Curriculum for Wales framework guidance has been updated. developmentally appropriate relationships and sexuality education. 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. Understanding how learners progress is critical to the design of curriculum and assessment arrangements as well as classroom/setting planning and practice. 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. Our frameworks cater for pupils working within the Progression Steps and pupils who are working below Progression Step 1. Assessment is key to supporting deep learning and should be used to identify whether a learner needs to consolidate learning, whether further support is needed and/or whether the learner can progress to the next steps in learning. More detailed reviews of our curriculum will take place on a rolling basis over . This understanding should be supported by the on-entry assessment arrangements. 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. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning. Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. 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. 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. They are key to school level curriculum design and development. functionality such as being able to log in to the website will not work if you do this. Supporting learner progression assessment guidance. 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. Ga naar zoeken Ga naar hoofdinhoud. A clear, holistic picture of the learners progression across the school curriculum should be provided to support their continuing journey along the continuum of learning. Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. Guidance for school governors about the Curriculum for Wales 2022. Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. Explore all your options and start planning your next steps. Change), You are commenting using your Twitter account. Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? Welsh Governments response to Audit Wales report on the Curriculum for Wales. The understanding a practitioner has of each individual learner, gained from assessment, is essential in supporting this process. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. Ratio and Proportion , 4. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. Presentations and videos about the Curriculum and Areas of Learning and Experience. Livraison gratuite partir de 20 . between progression steps with skill-checker activities at the start of each topic and review questions after each Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. The National Network will be an opportunity for all interested practitioners to get involved in national co-construction to address our shared challenges and opportunities. 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. This professional dialogue is important to: To support this ongoing professional dialogue, all those participating in discussions should do so on an equal basis with practitioners sharing and reflecting on their own experiences of the learning process and of supporting learners to progress. New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. The new curriculum is a continuum of learning for children from 3 to 16 years of age. We . 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. Theyll work with their teachers to understand how well theyre doing. Conditions. 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 resource is designed to engage practitioners in structured discussions to develop their understanding of learning progression and of the links between this and approaches to assessment. 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. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. This is your chance to get to know the new curriculum and make your contribution. A summary of the public's response to recommendations on a new approach to curriculum and assessment. Non-essential cookies are also used to tailor and improve services. 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. This incorporates geography, history, religion, values andethics, business studies and social sciences. Curriculum for Wales 2022 What Matters What are they? Although schools have faced a challenging time during the . Now a new three-year project, Camau I'r Dyfodol, will help practitioners grow that meaningful understanding, helping it evolve as the curriculum evolves. Progression step 2. 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. It will affect all schools except independent schools. Progression is not linear and different learners are likely to progress in markedly different ways. When making, implementing, reviewing and revising assessment arrangements and classroom practice, those responsible should adopt the principles set out in this guidance and must have regard to its contents to support progression. For settings who have chosen to design and adopt their own curriculum the Enabling Learning guidance should be used as a starting point for discussions. UPDATED Curriculum for Wales 2022 Progression Steps 1-3 (All AoLEs) Subject: Welsh Age range: 5-7 Resource type: Other 0 reviews UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. 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. 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 to improve the website performance by capturing information such as browser and device AoLE groups are working on this area over the Summer term. The Code sets out the ways in which a curriculum must make provision for all learners. Much work has been done to identify key areas for development in light of local & national priorities. Curriculum for Wales 2022 Following a comprehensive curriculum review, the Welsh Government has developed an exciting new curriculum that aims to create a successful and exciting future for all the children and young people of Wales. Create confident and capable mathematicians with accessible explanations and. These Regulations provide that curricular record means a formal record of a pupil's academic achievements, the pupil's other skills and abilities and his or her progress in school, as detailed in the Schedule to the Head Teacher's Report to Parents and Adult Pupils (Wales) Regulations 2011. Our next step as a department is to consider progression within maths by looking at how students' understanding of key concepts develops over time. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. engage with the providers of funded non-maintained nursery education whereby learners transition from a setting to their school, inviting them to participate in ongoing professional dialogue, engage with PRUs to which, or from which, they have learners transitioning and/or dual registered learners, inviting them to participate in ongoing professional dialogue. 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. Where possible, learners should be enabled to gather examples of their learning, articulate their own progress and achievements, and convey their aspirations and views on the next steps in their learning. by default and whilst you can block or delete them by changing your browser settings, some These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. Personal statements will not be changing for 2024 entry. 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.