Progression Steps will take the form of a range of Achievement . This should be informed by a good understanding of child development. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. Percentage , 3. 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. 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 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. 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. 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. 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. profitez du shopping sans soucis. This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. Progression step 4. Some of these may be specific to individual areas of learning and experience (Areas), some may apply across more than one Area and others may be specific to learners with additional needs. More From Twinkl . Art itself is not static, and its purposes, materials and methods are always evolving.'. Brain Awareness Week is a global campaign held every March. 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. More detailed reviews of our curriculum will take place on a rolling basis over . This will give practitioners the ability to come together nationally to discuss progression in Curriculum for Wales. 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. The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. By continuing to use this site, you agree to our use of cookies. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. Finding your passion. 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. How an understanding of child development is applied to support progression for all learners. Non-essential cookies are also used to tailor and improve services. 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. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. 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. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. Our Preparation for the Curriculum for Wales 2022. Staff know their pupils well. types. The Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. This incorporates Welsh,English andinternational languages as wellasin literature. between progression steps with skill-checker activities at the start of each topic and review questions after each Progression step 2. 01 March 2023. This incorporates physical health anddevelopment, mental health and emotionaland social well-being. 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. Livraison gratuite partir de 20 . 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 to improve the website performance by capturing information such as browser and device 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. 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. More information on each of these main participants is detailed below. Our new Welsh Progression Steps Frameworks are now available. 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 learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. HWB.GOV.WALES uses cookies which are essential for the site to work. 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. It opens an important period for engagement with practitioners, with feedback invited until 19 July. Schools and settings should develop and implement processes to support effective two-way communication and engagement with parents and carers. Much work has been done to identify key areas for development in light of local & national priorities. For a definition of school cluster group(s), please see the. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. The new Curriculum for Wales will apply from the age of 3 to 16 and provide for a continuum of learning rather than the separation of schooling into key stages as at present. iBSL informed CCEA Regulation in January 2023 of its intention to surrender recognition in respect of all of . Further guidance to support schools has been provided in the Welsh Government document The Journey to 2022.. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? 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. Assessment proposals will be part of the draft Curriculum for Wales 2022, to be published on 30 April 2019. 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. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, . We want a curriculum that meets every individual learner's needs: that feels relevant to the pupil who's hard to engage, and so fosters that connection and awakens that interest, that recognises their progression and the knowledge, skills and experiences they need. 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. The full detail of these requirements can be found here with supporting information provided below. Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning. 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. understanding group progress in order to reflect on practice. in special schools, with practitioners from other special schools. 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. Who has developed the assessment proposals? How to use the curriculum planning support document is available as a pdf. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? Change), You are commenting using your Twitter account. Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. 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. 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. Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. The curriculum published by Welsh Ministers is the starting point for discussions for funded non-maintained settings that choose to adopt it. engage with non-PRU EOTAS providers to which, or from which, they have learners transitioning and/or dual registered learners, inviting them to participate in ongoing professional dialogue. Track - Monitor coverage and progress across the five progression steps to help identify next steps for individual pupils and whole cohorts. There is a clear link between these discussions and transition arrangements both within and between schools and settings. Identified improvements should then, in turn, be reflected in daily practice. Statutory online personalised assessments are part of the wider assessment arrangements and are designed to help the practitioner and learner understand how a learners reading and numeracy skills are developing and what the next steps should be. Key facts showing the percentage of learners and staff from BAME backgrounds. For further information about transition, please see the next section of this guidance. used to prevent cross site request forgery. Formative assessment* will have priority under the new arrangements with the focus on ensuring that learners understand how they are progressing and what they need to do next. Mrs Owen Dosbarth 6 Years 5 & 6 Arloeswyr Innovators Progression steps 2 & 3; RRSA- Rights Respecting Schools Award; . The context of the review says 'Art is a rich and varied set of practices central to human civilisation. 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. 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. 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. This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. However, when assessing to award external qualifications the approach will build on the principles of Curriculum for Wales. 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. 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. While Key Stages 2, 3 and 4 will disappear the principles of the Foundation Phase will remain the same but will become a part of one seamless curriculum for children aged 3 to 16 providing more joined up learning. 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. a revised journey to curriculum roll-out section to reflect the fact that the curriculum is now being implemented, corrections to issues with definitions and hyperlinks, more clarity through minor amends to narrative following feedback, Introduction to Curriculum for Wales guidance, Curriculum for funded non-maintained nursery settings, Curriculum in Wales: Planning and priority guide, Consultations on additional Curriculum for Wales guidance, Education is changing: information for parents, carers and young people, improve our website by collecting and reporting information on how you use it. Preparing students for interviews. 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. Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have These can be considered as both longitudinal and cross-sectional. An 'awsUploads' object is used to facilitate file uploads. UPDATE: Now each table includes a column on the right for your own tracking information. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. These are set 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. 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. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. The proposal is that funded non-maintained settings and schools will be required to provide a The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. 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. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. Progression step 5. As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. This guidance concerns assessment, which is focused on supporting learner progression. what needs to be done for them to get there, taking account of any barriers to their learning, creating a clear vision for a curriculum that supports learners realisation of the four purposes and supports individual learner progression, creating an environment that develops the necessary knowledge and skills to promote learner wellbeing, creating an environment based on mutual trust and respect, rather than one focused on compliance and reporting, enabling practitioners to develop the knowledge and skills necessary to carry out their role in assessment effectively, ensuring the design, adoption, review and revision of a curriculum that affords opportunities for practitioners to plan purposeful learning that addresses the needs of each learner, developing and embedding processes and structures that enable practitioners to develop a shared understanding of progression, ensuring there is a clear picture of learner progression within the school or setting that is understood by all practitioners, a process that embeds regular ongoing professional dialogue on progression into their systems to support self-reflection and inform improvement, ensuring there is a clear understanding of learner progression across schools and, where appropriate, settings, that feeds into discussions on learner progression within the school or setting, considering how additional challenge and support for the learner can be best provided, including working with other partners, encouraging engagement between all participants in the learning and teaching process in order to develop effective partnerships, ensuring that the statutory requirements have been met and that due regard has been paid to this guidance for assessment, and that practitioners are taking account of this in planning, learning and teaching and within daily practice, being clear about the intended learning, and planning engaging learning experiences accordingly, supporting the promotion of learner well-being through assessment practice, sharing intended learning appropriately with learners, evaluating learning, including through observation, questioning and discussion, using the information gained from ongoing assessment to reflect on own practice to inform next steps in teaching and planning for learning, providing relevant and focused feedback that actively engages learners, encourages them to take responsibility for their learning, and moves their learning forward, encouraging learners to reflect on their progress and, where appropriate, to consider how they have developed, what learning processes they have undertaken and what they have achieved, providing opportunities for learners to engage in assessing their own work and that of their peers, and supporting them to develop the relevant skills to do this effectively, developing learners skills in making effective use of a range of feedback to move their learning forward, involving parents and carers in learner development and progression, with the learners involvement in this dialogue increasing over time, engaging in dialogue with leaders and fellow practitioners to ensure they have a clear picture of the progress being made within their school, identifying any additional challenge or support learners may require, engaging with external partners where necessary, understand where they are in their learning and where they need to go next, develop an understanding of how they will get there, respond actively to feedback on their learning, and develop positive attitudes towards receiving, responding to and acting upon feedback in their learning, review their progression in learning and articulate this both individually and with others, reflect on their learning journey and develop responsibility for their own learning over time, engage regularly with the school or setting and its practitioners in order to understand and support their childs progression in learning, share relevant knowledge and understanding with the school or setting and its practitioners, which will support their childs learning and progression, respond actively to information provided about their childs learning and, in collaboration with the school or setting, plan ways of supporting that learning within and outside the school or setting, help practitioners assess and identify the needs of learners who may require additional support and then help them through the provision of advice and support. They will also have an important role in helping to identify and share good practice. Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. Assessment should also enable practitioners and leaders within the schools, and, where appropriate, in settings, to understand to what extent and in what ways different groups of learners are making appropriate progress. 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. 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. The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. When are students first introduced to key topics? PACEY. (LogOut/ Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. 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. 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. 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. 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. 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 for school governors about the Curriculum for Wales 2022. A cookie is used to store your cookie preferences for this website. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. Although schools have faced a challenging time during the . Qualifications Wales is working with stakeholders to co-construct a coherent and inclusive choice of bilingual qualifications for schools that aligns to Curriculum for Wales and meets the needs of all learners. An assessment of how the Curriculum and Assessment (Wales) Bill will impact teaching and learning. Explains what the Curriculum and Assessment (Wales) Act will do. Local authorities and regional consortia have an important role in ensuring that all practitioners have an opportunity to participate in meaningful professional dialogue for the purposes of developing a shared understanding of progression. 2 Mar 2023. 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. GOV.WALES uses cookies which are essential for the site to work. How and why we are changing the curriculum. 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. This understanding can contribute to processes of self-evaluation and continuous improvement. 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. 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.