They are key to school level curriculum design and development. 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. Arithmetic . Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, . The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. This incorporates physical health anddevelopment, mental health and emotionaland social well-being. However, information that flows from assessing learner progress can contribute to the evidence of learner progress in a school, both its extent and pace, and will be used to support the professional dialogue needed to underpin self-evaluation processes. Finding your passion. Practitioners understanding the progress they want learners to make throughout their education, and how to put this into practice in a coherent way across their school and cluster, is vital to ensure: Ongoing professional dialogue within and across schools and settings is central to building and maintaining this shared understanding of progression. 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. Governing bodies have a responsibility to support the head teacher and to provide appropriate challenge across the breadth of the schools activities. 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. 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. 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. 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. Sets out the 27 statements of what matters across the 6 areas of learning and experience. position and comparison. 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. The learner should be at the centre of the transition process. Healthy, confident individuals who . It will be the schools responsibility, however, to approach the setting to put these arrangements in place. 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. (LogOut/ Assessment will be part of your childs learning every day. Alok Gupta 2022-03-17 1.Matrix, 2. Create confident and capable mathematicians with accessible explanations and. Information on any support, interventions or additional needs required for the learners development should also be shared. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. Leia Curriculum for Wales: Progress in Computing for 11-14 years de George Rouse disponvel na Rakuten Kobo. This is important to help them: spot any issues or extra support they need. put arrangements in place to enable all of those involved in learning and teaching to participate in professional dialogue progression within their setting, put arrangements in place to enable all practitioners involved in learning and teaching to participate in ongoing professional dialogue within the setting, support the persons employed, or otherwise engaged by it, to provide a curriculum for non-PRU EOTAS learners to come together to participate in on-going professional dialogue to develop and maintain a shared understanding of progression, Support the same persons to have on-going professional dialogue with practitioners from relevant schools and settings to support dual-registered learners, ensure that the providers they engage to deliver appropriate curricula for learners who receive EOTAS provision other than in a PRU also participate in on-going professional dialogue within their setting/organisation to develop and maintain a shared understanding of progression relating to the aspects of the curriculum that they provide, a school/settings improvement priorities, how practitioners understanding of progression is developing within their school/setting, the manner in which their learners are making progress, sets out the arrangements that enable practitioners to participate in professional dialogue to develop and maintain a shared understanding of progression, outlines how the outcomes of this dialogue will inform future discussions, curriculum and assessment design and learning and teaching, is kept under review and revisited regularly to ensure that the arrangements remain fit for purpose. experiences and skills for careers and the workplace, learning about local, national and international contexts. 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. The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. The Curriculum for Wales Framework is being developed for settings and schools in Wales. As such, assessment for qualifications is separate to this guidance. Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Areas of Learning and Experience Mathematics and Numeracy Progression Step 2 Geometry focuses on relationships involving shape, space and position, and measurement focuses on quantifying phenomena in the physical world. The way children learn in primary schools will be different. 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. The new curriculum is a continuum of learning for children from 3 to 16 years of age. 25 . The Curriculum for Wales will then be . As they make progress along the continuum with increasing independence, learners should be supported and encouraged to: Parents, carers and external partners have an important role to play and schools and settings should engage with them so that they can support learner progression in an appropriate way. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. types. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. *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. understanding group progress in order to reflect on practice. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. 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. Our customer service team will review your report and will be in touch. been dismissed. Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. 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. This includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. 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. 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. Supporting learner progression assessment guidance. . 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. You can change your cookie settings at any time. This enables them to learn from each other in a supportive environment. Tes Global Ltd is 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. 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. with practitioners in other schools beyond their cluster(s) to help ensure equity across the education system. They will also have an important role in helping to identify and share good practice. by default and whilst you can block or delete them by changing your browser settings, some 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. The curriculum is underpinned by the school's Christian vision and associated values. Personal statements will not be changing for 2024 entry. Tell the story of Wales over the last 1000 years, as you discover how Welsh history, cynefin , culture and language are connected, from the past to the present. In the early years this will incorporateplay (problem solving,exploringideas, establishing connections and collaborating). 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. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. 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. Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. The Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. The statutory requirements for sharing information with parents and carers can be found in the summary of legislation section of the Curriculum for Wales guidance. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. The Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. PACEY. It is for schools and settings to decide the nature of the arrangements they wish to put in place, ensuring that they are appropriate to their context. This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. Guidance for school governors about the Curriculum for Wales 2022. The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. 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. 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. 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. This role should be supportive, building upon the practices already established at school or setting and cluster level, and should not be about external accountability. The understanding a practitioner has of each individual learner, gained from assessment, is essential in supporting this process. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . 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. 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 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. Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. . These could include regular whole staff meetings, departmental meetings and cross-department groups. Leaders may wish to consider the questions below in doing this. Non-essential cookies are also used to tailor and improve services. When are students first introduced to key topics? Art itself is not static, and its purposes, materials and methods are always evolving.'. 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. What practical arrangements might be needed to enable this? For further information about transition, please see the next section of this guidance. The necessary cookies set on this website are as follows: A 'sessionid' token is required for logging in to the website and a 'crfstoken' token is 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). Schools and settings should develop and implement processes to support effective two-way communication and engagement with parents and carers. The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. There has always been a choral tradition in Wales (some choirs having as many as 2,000 to 3,000 voices). New Curriculum for Wales. Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? HWB.GOV.WALES uses cookies which are essential for the site to work. 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. These decisions should be guided by: In developing arrangements to enable professional dialogue between practitioners for the purpose of developing and maintaining a shared understanding of progression, we recommend that leaders begin by considering what relationships and structures are already in place within and across their schools/settings which can evolve, be adapted or improved. A review and recommendations on including Welsh history and perspective in school education. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. Presentations and videos about the Curriculum and Areas of Learning and Experience. The Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . 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. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. The group, drawing on advice from experts, has developed high-level principles to provide broad direction for assessment at a national level. Progression Step 1 Nursery to Reception. This understanding should be supported by the on-entry assessment arrangements. The full detail of these requirements can be found here with supporting information provided below. 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. These are as follows. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. The needs and progression of our learners and is central to our curriculum. 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. 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. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. 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 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. Request a different format. 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. From 31 January 2023, the Curriculum for Wales framework guidance has been updated. By continuing to use this site, you agree to our use of cookies. As they do so, they will make links across their learning and apply this in new and challenging contexts. Create . in secondary schools, with practitioners from at least one other secondary school to support collaboration and coherence across the latter stages of the 3 to 16 continuum. This includes planning to support Year 6 learners transition to secondary school. Listening for meaning. 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. How could these evolve, be adapted or be improved to enable practitioners to come together to discuss progression? Auteur: Laszlo Fedor. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents to improve the website performance by capturing information such as browser and device developmentally appropriate relationships and sexuality education. 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. 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. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. Progress and next steps will be . 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. The teacher's role in building careers into the curriculum. Welsh Governments response to Audit Wales report on the Curriculum for Wales. We . Assessment is intrinsic to curriculum design and its overarching purpose within the curriculum is to support every learner to make progress. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. The Four Purposes will be at the heart of our new curriculum. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. 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 new Welsh Progression Steps Frameworks are now available. 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. Around this time, sisters Gwendoline and Margaret Davies - granddaughters of Welsh industrialist David Davies and owners of Gregynog, a country estate in the county of . This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. Identified improvements should then, in turn, be reflected in daily practice. The Curriculum for Wales Guidance has been updated. An Assessment Working Group has been central to developing the new proposals. UPDATE: Now each table includes a column on the right for your own tracking information. Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. The proposals make it clear that assessment is an integral part of learning and teaching and should not be conflated with external accountability and national monitoring activities. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. 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 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. The new Curriculum for Wales will be organised in 6 Areas of Learning and Experience (AoLE) (replacing the current 13 National Curriculum subjects), underpinned by the Cross Curricular Responsibilities of Literacy, Numeracy, Digital Competence and the Wider Skills. More information on each of these main participants is detailed below. The New Curriculum for Wales progression steps will be implemented in September 2022. 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. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. 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. 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. Learners progression should be assessed in relation to the breadth of the school or settings curriculum, which is designed to reflect the principles of progression, and informed by the descriptions of learning. Much work has been done to identify key areas for development in light of local & national priorities. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Mathematics and Numeracy. 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. 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 biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022.