Evaluation, improvement and accountability arrangements within the education system are separate to assessment arrangements but historically have been seen to influence how assessment is perceived and how it is undertaken. Myriad by UCAS agent portal for international registered centres Mathematics and Numeracy: Principles of progression - Hwb The foundation for this engagement and partnership is establishing: Schools and settings must design and/or adopt a curriculum that enables learners to realise the four purposes, providing for appropriate progression for all learners. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. Donaldson Review: The 'purposes' and content of a Curriculum for Wales 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. This understanding can contribute to processes of self-evaluation and continuous improvement. Therefore, supporting learner progression is a requirement for all maintained schools and settings. Careers education comprises three distinct elements - lessons specifically on careers, embedding careers in the curriculum, and gaining experience of the world of work. Curriculum for Wales 2022 What Matters What are they? Four overarching aims guide the entire curriculum. 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. Progression Step 1 - Wales - Twinkl Resources - Twinkl PDF Transition Plan 2022-25 25 . Published: 28/02/2023, 10:00am. UPDATE: Now each table includes a column on the right for your own tracking information. 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. Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. Much work has been done to identify key areas for development in light of local & national priorities. Livraison gratuite partir de 20 . 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. KS2 Welsh Curriculum | Progression Step 3 - Twinkl Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and 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. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. The principles of progression can offer schools an organising framework and shared narrative for their communications with parents and carers. In Wales, the following subjects are included in the ks2 Welsh curriculum: English Welsh Welsh second language mathematics science design and technology information and communication technology history geography art and design music physical education The above video may be from a third-party source. Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. 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. Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. To ensure quality for our reviews, only customers who have purchased this resource can review it. LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year Personal statements will not be changing for 2024 entry. Curriculum for Wales 2022 - NDNA between progression steps with skill-checker activities at the start of each topic and review questions after each The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. 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. 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 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. 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. Explore the pedagogy required to prepare for and implement the new curriculum and compare this to current practice. 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. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? This should be provided alongside the history of any additional challenge or support provided. Equally, continuity of learning to support progression for learners is crucial at this stage in a learners journey. For ease, links to the relevant sections of this guidance will be provided in the Welsh Ministers assessment arrangements guidance for funded non-maintained nursery settings. registered in England (Company No 02017289) with its registered office at Building 3, The new achievement outcomes for each progression step will not be used to make best fit judgements. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. their next steps and the support or challenge . 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. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. 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. Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. Non-essential cookies are also used to tailor and improve services. 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. This is your chance to get to know the new curriculum and make your contribution. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 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. It opens an important period for engagement with practitioners, with feedback invited until 19 July. 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. Chemistry in Curriculum for Wales - planning support Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. HWB.GOV.WALES uses cookies which are essential for the site to work. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. 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. Families engage enthusiastically with this considered approach to homework. These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. 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. 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. These statements articulate the 'big ideas' which learners explore and develop learning in. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. 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. RSE pilot final report containing learning, reflections and suggestions for schools and settings. 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. Probability: Practice Worksheet | KS3 Maths | Beyond This focus does not relate to external reporting, but contributes to a school or settings understanding of what it needs to know and reflect on about its learners in order for them all to maximise their potential, as well as its identification of specific challenges and support that particular groups or individual learners might need. 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. 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. St Pauls Place, Norfolk Street, Sheffield, S1 2JE. Progress and next steps will be . Leaders may wish to consider the questions below in doing this. By continuing to use this site, you agree to our use of cookies. This incorporates Welsh,English andinternational languages as wellasin literature. From September 2022 it is statutorily required in primary and nursery education. Although schools have faced a challenging time during the . We've saved some files called cookies on your device. The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. Curriculum for Wales - EAS 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. They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. Practitioners should support and challenge learners effectively to ensure they each make progress. In later years it will focus on working both independently and collaboratively. To be truly effective all those involved with a learners journey need to collaborate and work together. Curriculum for Wales (2022-present) From Wikipedia, the free encyclopedia The Curriculum for Wales is the curriculum which will be taught at all levels of state-funded education in Wales to pupils aged three to sixteen years by 2026. 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. In the early years this will incorporateplay (problem solving,exploringideas, establishing connections and collaborating). What practical arrangements might be needed to enable this? However, Estyn and Governing Bodies, as well as local authorities and regional consortia, should not use assessment information as a proxy for standards in school, or to rank and compare schools. School and setting leaders are best placed to develop the most appropriate arrangements to enable practitioners to participate in professional dialogue for the purpose of developing a shared understanding of progression. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. . A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. This enables them to learn from each other in a supportive environment. developmentally appropriate relationships and sexuality education. Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. 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. The Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. 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 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 However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. The Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. What relationships do you already have that could support professional dialogue about progression between schools and settings? Schools and settings have flexibility on what specifically they wish to discuss as part of this professional dialogue. Curriculum for Wales: Maths AOLE - Geomaths The curriculum sets out "what matters" and "progression steps" for each learning area. As such, assessment for qualifications is separate to this guidance. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. . New Curriculum for Wales assessment frameworks - B Squared 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 group, drawing on advice from experts, has developed high-level principles to provide broad direction for assessment at a national level. 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. Smoking and Vaping Enquiry-Based Learning Activity - Twinkl Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. How we are progressing towards all schools becoming learning organisations. When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. It will affect all schools except independent schools. The new curriculum is a continuum of learning for children from 3 to 16 years of age. 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. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. 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. You can change your cookie settings at any time. 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. As they do so, they will make links across their learning and apply this in new and challenging contexts. Curriculum for Wales - Hwb An overview of the 2023 Ofsted science report | Cornerstones Education Curriculum for Wales: Progression Code | GOV.WALES Report this resourceto let us know if it violates our terms and conditions. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. 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. They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. The New Curriculum for Wales progression steps will be implemented in September 2022. 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. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. Something went wrong, please try again later. By continuing to use this site, you agree to our use of cookies. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? 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 . These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. 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. The curriculum has been developed based on a report commissioned in 2014. 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. What structures and arrangements do you already have within your school or setting? The curriculum has been reformed at a national level in order to raise standards, reduce the attainment gap between students and equip young people with the skills they need to live in todays ever-changing society. 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. This helps ensure that learners make continuous progress and supports them to progress over time. This focuses on understanding what it means to make progress in a given area or discipline as learners increase the depth, breadth and sophistication of their knowledge and understanding, skills and capacities, and attributes and dispositions. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. Progression step 4. If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Curriculum for Wales: Progression Code PDF 603 KB This file may not be accessible. Art itself is not static, and its purposes, materials and methods are always evolving.'. Theyll work with their teachers to understand how well theyre doing. 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. 185799104399 Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. Staff know their pupils well. 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. UPDATED Curriculum for Wales 2022 Progression Steps 1-3 (All AoLEs) 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. 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. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents iBSL informed CCEA Regulation in January 2023 of its intention to surrender recognition in respect of all of . The Statements of What Matters in learning are the basis of progression. types. Information on any support, interventions or additional needs required for the learners development should also be shared. 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. It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. The Curriculum for Wales will then be . Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. Our cookies ensure you get the best experience on our website. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. An Assessment Working Group has been central to developing the new proposals. Key facts showing the percentage of learners and staff from BAME backgrounds. Education in Wales - Wikipedia Progression step 5. They will also have an important role in helping to identify and share good practice. Some cookies are necessary in order to make this website function correctly. 2 Mar 2023. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . Conditions. Presentations and videos about the Curriculum and Areas of Learning and Experience. This might help define future priorities for leadership, curriculum design, planning, learning and teaching. Non-essential cookies are also used to tailor and improve services. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. It can also be used as a basis for communicating and engaging with parents and carers. There is a clear link between these discussions and transition arrangements both within and between schools and settings. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. School curriculum overhaul for Wales published - BBC News Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. I can listen to, understand and use basic concepts in language, e.g. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. Curriculum for Wales: Mastering Mathematics for 11-14 Years: Book 3 2022-08-26 Create confident and . As outlined in Successful Futures: Progression Steps will be described at five points in the learning continuum, relating broadly to expectations at ages 5, 8, 11, 14 and 16. . 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. 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.