curriculum for wales 2022 progression steps curriculum for wales 2022 progression steps

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. This should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. Mrs Owen Dosbarth 6 Years 5 & 6 Arloeswyr Innovators Progression steps 2 & 3; RRSA- Rights Respecting Schools Award; . 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. We've saved some files called cookies on your device. 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). Learning will include skills and experiences, as well as knowledge. For those providing EOTAS education, including PRUs, the, the CAMAU i'r Dyfodol project, a national research project designed to build capacity in understanding and developing progression from 3 to 16 across the curriculum in schools across Wales, primary schools should engage with leaders of funded non-maintained nursery settings, primary and secondary schools should engage with each other, primary and secondary schools should engage with leaders of PRUs, how future progression needs can be supported at home. For further support, please see Annex 1. in special schools, with practitioners from other special schools. Ga naar zoeken Ga naar hoofdinhoud. Change), You are commenting using your Twitter account. 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. Who has developed the assessment proposals? More detailed reviews of our curriculum will take place on a rolling basis over . 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. This refers to particular elements, in addition to the above, that each school or setting may choose to develop and implement in their own context to support assessment practice. Much work has been done to identify key areas for development in light of local & national priorities. If they choose to research an influential Welsh woman (Task 1) they can choose from a list of names including: Rose Mary Crawshay - suffragist who backed education and marriage reform Betty Campbell - Wales' first . We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. 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. , 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. The principles of progression can offer schools an organising framework and shared narrative for their communications with parents and carers. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. Schools and settings should develop and implement processes to support effective two-way communication and engagement with parents and carers. If you are a parent or carer, a learner, an employer or someone with a general interest in the curriculum, or a particular part of it, you can find out how education is changing. According to one summary of the act: [1] The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. Published: 28/02/2023, 10:00am. 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. This understanding should be supported by the on-entry assessment arrangements. HWB.GOV.WALES uses cookies which are essential for the site to work. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. Effective engagement with parents and career can also provide assurances to parents in respect of their learners progress, the realisation of the curriculum and the support being offered to learners. When are students first introduced to key topics? The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. Practical support for curriculum development, quality assurance and self-evaluation, Introduces the four purposes, what's new, why it's changing and who the curriculum guidance is for, Explains the legal status of the curriculum guidance, the proposed legal duties on schools and what these mean in practice, General guidance for designing your curriculum across all areas of learning and experience, Guidance and information for designing assessment arrangements within a school curriculum, The purpose of this guidance is to support schools with a common set of expectations, priorities and supporting information for curriculum design, Our preparations for rolling out the Curriculum for Wales. Discover. In reality, some discussions between secondary schools and their feeder primary schools may contribute to both developing and maintaining a shared understanding of progression and supporting transition arrangements. All assessment activity should challenge and support learners to make progress. Our cookies ensure you get the best experience on our website. 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. 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. 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. This should be informed by a good understanding of child development. understanding group progress in order to reflect on practice. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. 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. AoLE groups are working on this area over the Summer term. Our new Welsh Progression Steps Frameworks are now available. The teacher's role in building careers into the curriculum. The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . 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. 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. UPDATE: Now each table includes a column on the right for your own tracking information. Table within Progression step 1 through 5, Column 1 refers to progression step 1 and carries on respectively. *Formative assessment is mainly undertaken with learners during the learning process to explore how they are progressing and to identify achievements, as well as to identify areas where their learning may need to develop further. 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. This annual report sets out the progress made to date in implementing these recommendations to reinforce the importance of teaching past and present experiences and contributions of Black, Asian and Minority Ethnic communities as part of the story of Wales across the curriculum. Schools can use our assessment frameworks to help prepared for the new Curriculum for Wales 2022. 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. The group, drawing on advice from experts, has developed high-level principles to provide broad direction for assessment at a national level. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. 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. Ethical, informed citizens who are ready to be citizens of Wales and the world. Curriculum for Wales: Mastering Mathematics for 11-14 Years: Book 3 2022-08-26 Create confident and . As such phases and stages do not exist in the new curriculum. The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. Brain Awareness Week is a global campaign held every March. They will be the starting point for all decisions on the content and experiences developed as part of the curriculum to support our children and young people to be: The curriculum will be organised into 6 Areas of Learning and Experience: This area incorporates art, dance, drama, film and digitalmedia and music. The statutory requirements for schools, EOTAS including PRUs, and FNNE in respect of assessment arrangements can be found in the summary of legislation section of the Curriculum for Wales guidance. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. Details of the statutory requirements for the production of transition plans to support the transition process can be found in the summary of legislation section of the Curriculum for Wales guidance. For a definition of school cluster group(s), please see the. . 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. This incorporates physical health anddevelopment, mental health and emotionaland social well-being. The guidance document will be published in January 2020. Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group. been dismissed. 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. Theyll work with their teachers to understand how well theyre doing. This understanding should be used by the practitioner, in discussion with the learner, to ascertain the next steps required to move learning forward, including any additional challenge and support required. Non-essential cookies are also used to tailor and improve services. Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. 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. Track - Monitor coverage and progress across the five progression steps to help identify next steps for individual pupils and whole cohorts. 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. From September 2022 it is statutorily required in primary and nursery education. This guidance covers key processes needed for effective learner progression, namely: This guidance has been developed to take the needs of all learners into account and recognises that their identity, language, ability, background and prior learning, as well as the support they may need, will differ according to their particular circumstances. You can change your cookie settings at any time. Some cookies are necessary in order to make this website function correctly. Progression and the Curriculum for Wales 2022. To develop and maintain a shared understanding of progression, the teacher in charge and management committee of a PRU, and the local authority that maintains it, must: We strongly advise that PRUs participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression when approached by schools to which, or from which, they have learners transitioning and/or dual registered learners. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. What is the difference between current teacher assessments and the proposals for assessment to support the new curriculum? Key facts showing the percentage of learners and staff from BAME backgrounds. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. 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. Our customer service team will review your report and will be in touch. If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. website. The priorities for discussions across an academic term/school year, ensuring that progression across the full breadth of the curriculum is covered appropriately on an ongoing basis. Staff know their pupils well. The following must have regard to the guidance when making arrangements for assessing children and pupils: Assessment is a fundamental part of Curriculum for Wales and is integral to the process of learning. Finding your passion. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? 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. This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. The Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. Explore the pedagogy required to prepare for and implement the new curriculum and compare this to current practice. 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. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. The needs and progression of our learners and is central to our curriculum. This should be provided alongside the history of any additional challenge or support provided. 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. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. their next steps and the support or challenge . The interim report focuses on learning resources. Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. 03rd March 2023. Averages , 5. Assessment planning and practice, built into the curriculum and classroom practice, should recognise this and allow for a variety of diversions, stops and variations in pace in a learners journey. 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. . Healthy, confident individuals who . document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). January has been chosen to fit best with curriculum planning cycles in schools and settings. I can listen to, understand and use basic concepts in language, e.g. What further support and opportunities for discussion are available to the school or setting through local and regional networks and how might these be used to discuss progression? These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. In doing so, they should take into account the diverse needs of individual learners across the breadth of the curriculum. This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. It publishes the expert input, supporting materials, and outputs of these conversations on the. An indication of how these discussions can support learner transition from year to year within a school/setting as well as between schools and settings), Identification of how internal discussions will inform wider discussions with other schools/settings as appropriate and vice versa, To discuss their understanding and experience of developing progression, schools and settings can use the. It will affect all schools except independent schools. Curriculum for Wales 2022 What Matters What are they? 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. By continuing to use this site, you agree to our use of cookies. 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. The new curriculum for Wales has removed levels, replacing them with Progression Steps. This is your chance to get to know the new curriculum and make your contribution. Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. 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. This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. How and why we are changing the curriculum. They will explore how the aims, content and assessment of qualifications can be designed to support the Curriculum for Wales Framework, including the principles of assessment outlined in this guidance. Explore all your options and start planning your next steps. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. This incorporates biology, chemistry, physics,computer science anddesign and technology. 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. Information on any support, interventions or additional needs required for the learners development should also be shared. Enterprising, creative contributors who are ready to play a full part in life and work. The draft arrangements will support professional dialogue between leaders, practitioners, learners, parents, carers and external partners and will include: Final assessment arrangements will be published before September 2023. 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. The way children learn in primary schools will be different. A summary of how professional learning is changing to meet the needs of the new curriculum. Something went wrong, please try again later. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. HWB.GOV.WALES uses cookies which are essential for the site to work. This should take into account their developmental stage and any barriers to learning, ensuring that each learner is able to demonstrate progress in line with their individual ability. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . The Curriculum for Wales will then be . Livraison gratuite partir de 20 . 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. 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. 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. They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. 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. Women Lawyers Association of NSW - An opportunity for female law . When implementing their assessment arrangements, their own or those provided by Welsh Ministers, providers of funded non-maintained nursery education (FNNE) will, have to have regard to this guidance. Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. As part of the exercise you will be asked for your thoughts on the proposals themselves, how they can be refined, and the support you feel you will need to turn the high level principles into a reality. This is key to enabling them to work towards realising the four purposes, as they progress through their school or settings and into different pathways beyond school. . The change includes a move to online Personalised Assessments from National Tests. Preparing students for interviews. As such, assessment for qualifications is separate to this guidance. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. There are 5 Progression Steps covering typical development from 3 years to 16 years. Families engage enthusiastically with this considered approach to homework. Progression is not linear and different learners are likely to progress in markedly different ways. This is a move away from the current system where judgements are made on the overall attainment of a learner in a subject at a specific age through the allocation of a level on a best fit basis. (LogOut/ 2 Mar 2023. 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. 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. How we are progressing towards all schools becoming learning organisations. . Assessment proposals will be part of the draft Curriculum for Wales 2022, to be published on 30 April 2019. Practitioners should support and challenge learners effectively to ensure they each make progress. There is a clear link between these discussions and transition arrangements both within and between schools and settings. Progression and the Curriculum for Wales 2022 'Successful Futures' recommended a change from the current phases and key stages to a continuum of learning from 3 - 16 years old. Request a different format. While this guidance focuses on supporting learner progression from ages 3 to 16 as an integral part of learning and teaching, assessment for the purposes of awarding external qualifications is different in nature, as these have a greater level of external control and prescription. Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. . As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. This includes planning to support Year 6 learners transition to secondary school. 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. 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. 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. experiences and skills for careers and the workplace, learning about local, national and international contexts. 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. on-entry assessment arrangements for funded non-maintained nursery settings. In doing this, they have ensured flexibility for funded non-maintained settings and schools to plan assessment appropriately to support their curricula at a local level. This should be in an accessible manner which both maximises parents and carers engagement and understanding. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. The Curriculum for Wales framework guidance will be updated annually in January of each year. Leia Curriculum for Wales: Progress in Computing for 11-14 years de George Rouse disponvel na Rakuten Kobo. It grouped school years between the ages of five and sixteen into four "key stages". Matomo cookies Change). Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. Progression step 2. For further information about transition, please see the next section of this guidance. . Two Saints offers housing & support services in Berkshire, Hampshire (85%) and on the Isle of Wight. 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.