Dialogue informed by the information that flows from assessing learner progress can help build a shared understanding of progression within and across schools to ensure progress is being made at an appropriate pace and learning and teaching is providing appropriate challenge and support for all learners. Create confident and capable mathematicians with accessible explanations and. (LogOut/ The principles of progression can offer schools an organising framework and shared narrative for their communications with parents and carers. . 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. How and why we are changing the curriculum. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. A summary of how professional learning is changing to meet the needs of the new curriculum. The interim report focuses on learning resources. 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. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. 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 guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. Change), You are commenting using your Facebook account. For further information about transition, please see the next section of this guidance. Curriculum for Wales 2022 What Matters What are they? smooth transitions a shared understanding across a school cluster ensures the best possible transitions within and between nursery schools and primary schools and primary and secondary school for learners, as institutions will understand what and how learners have been learning and will be learning and what their next steps in learning should be to support their education and well-being. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. The importance of play and playful learning, being outdoors, observation and authentic and purposeful learning. (LogOut/ A review and recommendations on including Welsh history and perspective in school education. 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 style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. 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. There are a number of fundamental matters that schools and settings should consider when making assessment arrangements to support their curriculum and providing learning experiences in the classroom. You can change your cookie settings at any time. 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. As such, assessment for qualifications is separate to this guidance. 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. This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. 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. 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. 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. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. These are as follows. 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. Key facts showing the percentage of learners and staff from BAME backgrounds. 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. They will also have an important role in helping to identify and share good practice. Two Saints offers housing & support services in Berkshire, Hampshire (85%) and on the Isle of Wight. Identified improvements should then, in turn, be reflected in daily practice. 25 . This incorporates biology, chemistry, physics,computer science anddesign and technology. The way children learn in primary schools will be different. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. The Curriculum for Wales Framework is being developed for settings and schools in Wales. 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. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. Curriculum for Wales Curriculum for Wales Changes to the Curriculum for Wales guidance Supporting materials for curriculum, assessment and evaluating learner progress Practical support for curriculum development, quality assurance and self-evaluation Learn more Getting started Introduction to Curriculum for Wales guidance Consideration should also be given to other people who are important for a learner, such as their advocate or social worker. 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. September 2022:All maintained schools and settings using the new curriculum and assessment arrangements. 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. 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. This should be provided alongside the history of any additional challenge or support provided. UPDATE: Now each table includes a column on the right for your own tracking information. 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. Something went wrong, please try again later. website. 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. This information is then used by learners and practitioners to determine the next steps needed to improve their learning further and to inform practitioner planning. 03rd March 2023. 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. The new curriculum for Wales has removed levels, replacing them with Progression Steps. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. 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. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. We . As they do so, they will make links across their learning and apply this in new and challenging contexts. 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 includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. Assessment should not be carried out for the purpose of accountability. HWB.GOV.WALES uses cookies which are essential for the site to work. Published: 28/02/2023, 10:00am. to improve the website performance by capturing information such as browser and device 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. The Curriculum for Wales will then be . 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. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. The principles of progression can provide schools and setting with an organising framework and shared focus for the type of information that may be relevant that is, information that reflects: School head teachers, teachers in charge of a unit, local authorities in relation to EOTAS other than in PRUs, and providers of FNNE should ensure that the information gathered on learner progression is proportionate and is used within the school or setting to directly support learner progression and inform teaching. Supporting materials on curriculum design, progression and assessment can be found on Hwb. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. It grouped school years between the ages of five and sixteen into four "key stages". Who has developed the assessment proposals? Listening for meaning. From 31 January 2023, the Curriculum for Wales framework guidance has been updated. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. An assessment of how the Curriculum and Assessment (Wales) Bill will impact teaching and learning. Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. These could include regular whole staff meetings, departmental meetings and cross-department groups. Leia Curriculum for Wales: Progress in Computing for 11-14 years de George Rouse disponvel na Rakuten Kobo. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents 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. 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. What practical arrangements might be needed to enable this? Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? 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. 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. Track - Monitor coverage and progress across the five progression steps to help identify next steps for individual pupils and whole cohorts. 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. Brain Awareness Week is a global campaign held every March. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. When are students first introduced to key topics? Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. Non-essential cookies are also used to tailor and improve services. 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. Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. 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. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. 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. We also recommend that PRUs build on any existing structures that may already be in place with schools, PRUs or other EOTAS to engage in discussions regarding progression. Schools and settings should develop and implement processes to support effective two-way communication and engagement with parents and carers. Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. The New Curriculum for Wales progression steps will be implemented in September 2022. The new curriculum is a continuum of learning for children from 3 to 16 years of age. Progression and the Curriculum for Wales 2022. Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. The Probability Practice Worksheets provide well crafted content that lifts the weight off the teacher's shoulders and instead puts the focus on the pupil getting great . 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. . This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. Progression Steps will be at 5, 8, 11, 14 and 16 and take the form of Achievement Outcomes relating broadly to expectations at those ages. This important focus is a means for schools and settings to ensure their curriculum, and the learning and teaching, helps raise the achievement of all and, in particular, the achievement and attainment of learners from disadvantaged backgrounds. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. Our cookies ensure you get the best experience on our website. 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. functionality such as being able to log in to the website will not work if you do this. This guidance concerns assessment, which is focused on supporting learner progression. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. For further support, please see Annex 1. From September 2022 it is statutorily required in primary and nursery education. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? Progression step 5. Four overarching aims guide the entire curriculum. 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. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. 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. What structures and arrangements do you already have within your school or setting? The needs and progression of our learners and is central to our curriculum. 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. Leaders may wish to consider the questions below in doing this. In later years it will focus on working both independently and collaboratively. 2 Mar 2023. 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. 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 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. There is a clear link between these discussions and transition arrangements both within and between schools and settings. 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.