curriculum for wales 2022 progression steps

The understanding a practitioner has of each individual learner, gained from assessment, is essential in supporting this process. 13 Feb 2023. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). Explore all your options and start planning your next steps. 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. The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. 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. 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. St Pauls Place, Norfolk Street, Sheffield, S1 2JE. 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. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. , by supporting an understanding of where schools may want to, draft guidance on assessment arrangements, evaluation, improvement and accountability, Support Transition from Primary to Secondary schools, referenced within the Summary of Legislation, Personalised Assessments: Administration Handbook, Supporting materials on curriculum design, progression and assessment can be found on Hwb, Assessment arrangements for funded non-maintained nursery settings, National Network for Curriculum Implementation, guidance on the production of Transition Plans, supporting materials on transition in practice, improve our website by collecting and reporting information on how you use it, developing a shared understanding of progression, communicating and engaging with parents and carers, the head teacher and the governing body of a maintained school or a maintained nursery school, the teacher in charge and a management committee for a PRU, a person who provides non-PRU EOTAS under section 19A of the Education Act 1996, supporting individual learners on an ongoing, day-to-day basis, identifying, capturing and reflecting on individual learner progress over time. From 31 January 2023, the Curriculum for Wales framework guidance has been updated. 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. Change), You are commenting using your Twitter account. By continuing to use this site, you agree to our use of cookies. I can listen to, understand and use basic concepts in language, e.g. HWB.GOV.WALES uses cookies which are essential for the site to work. 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. New Curriculum for Wales. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. The needs and progression of our learners and is central to our curriculum. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. 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. Introduction Draft Curriculum for Wales 2022: Expressive Arts 04 A transformational curriculum The White Paper Our National Mission: A Transformational Curriculum1 set out the detailed legislative proposals for Curriculum for Wales 2022. DOWNLOAD ALL Identifying key chemistry skills The chemistry skills template (progression step 4) offers a template and example, summarising the skills developed during progression step 4, as outlined in the curriculum planning support document. This sets out the 3 phases that form the iterative process of curriculum design for schools and settings (engagement; designing, planning and trialling; and evaluation and preparing for first teaching). This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. 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. 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. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents 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. UPDATE: Now each table includes a column on the right for your own tracking information. These could include regular whole staff meetings, departmental meetings and cross-department groups. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. Request a different format. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. 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. Helping students think about money while choosing a university . An Assessment Working Group has been central to developing the new proposals. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . More From Twinkl . 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. All assessment activity should challenge and support learners to make progress. This annual report sets out the progress made to date in implementing these recommendations to reinforce the importance of teaching past and present experiences and contributions of Black, Asian and Minority Ethnic communities as part of the story of Wales across the curriculum. This is important to help them: spot any issues or extra support they need. 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. Who has developed the assessment proposals? 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. Progression Step 1 Nursery to Reception. An indication of most appropriate practitioners to contribute to the most relevant discussions in supporting learner progression (depending on the focus of the discussions under consideration). 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. 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. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. experiences and skills for careers and the workplace, learning about local, national and international contexts. The new achievement outcomes for each progression step will not be used to make best fit judgements. on-entry assessment arrangements for funded non-maintained nursery settings. 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 Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, . More information can be found online. 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. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. . For further support, please see Annex 1. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. This is your chance to get to know the new curriculum and make your contribution. Children will continue to be assessed and this will focus on ensuring that all pupils understand where they are and what they need to do next in order to progress. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. Progression Steps and how they complement each other. This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. This understanding can contribute to processes of self-evaluation and continuous improvement. Then choose a task for your pupils or ask them to choose between the two. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. Therefore, to develop and maintain a shared understanding of progression, local authorities must make arrangements to: We recommend that local authorities encourage EOTAS providers to participate in discussions relating to progression when approached by a school to which, or from which, they have learners transitioning and/or dual registered learners. 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. They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. An assessment of how the Curriculum and Assessment (Wales) Bill will impact teaching and learning. Preparing students for interviews. What practical arrangements might be needed to enable this? 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. How and why we are changing the curriculum. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. 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 . The National Network will be an opportunity for all interested practitioners to get involved in national co-construction to address our shared challenges and opportunities. . These statements articulate the 'big ideas' which learners explore and develop learning in. Poster outlining the 4 purposes of education for children and young people. Our next step as a department is to consider progression within maths by looking at how students' understanding of key concepts develops over time. It differs to some extent in structure and content to other parts of the United Kingdom, in the later case particularly in . . RSE pilot final report containing learning, reflections and suggestions for schools and settings. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. This incorporates Welsh,English andinternational languages as wellasin literature. You can change your cookie settings at any time. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. 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. 185799104399 Our new Welsh Progression Steps Frameworks are now available. Although schools have faced a challenging time during the . HWB.GOV.WALES uses cookies which are essential for the site to work. This should be informed by a good understanding of child development. website. The descriptions of learning provide further guidance for schools and settings in relation to the pace of progression across the 3-16 continuum of learning. Ratings & Reviews. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. There is a clear link between these discussions and transition arrangements both within and between schools and settings. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. The independent Audit Wales report on the Curriculum for Wales published on 26 May recognised the integrated nature of the wider education reform agenda: the fundamental importance of professional learning and pedagogy, the work on school improvement, self-evaluation and accountability, the reform of qualifications, and the important role of This should be provided alongside the history of any additional challenge or support provided. Consideration should also be given to other people who are important for a learner, such as their advocate or social worker. For each, the guidance offers detail to guide curriculum planning and key questions to consider, including on progression and assessment, which are likely to inform local professional dialogue. 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. When are students first introduced to key topics? In line with the new curriculum, the legislation to come into effect in September 2022 set out how arrangements to assess progression must be designed alongside the curriculum, with requirements on schools that include for every learner: ongoing assessment throughout the school year to assess progress; identification of next steps in progress . Our school curriculum has been developed using the principles of co-construction. Much work has been done to identify key areas for development in light of local & national priorities. This enables them to learn from each other in a supportive environment. 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. A review and recommendations on including Welsh history and perspective in school education. Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. iBSL is no longer a CCEA Regulation recognised awarding organisation. Percentage , 3. 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 (LogOut/ Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and It will be the schools responsibility, however, to approach the setting to put these arrangements in place. 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. Understanding how learners progress is critical to the design of curriculum and assessment arrangements as well as classroom/setting planning and practice. The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. Create confident and capable mathematicians with accessible explanations and. 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. Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. This guidance should be used as a basis for professional discussions and learning within and between schools and settings, to support self-improvement and to bring consistency across schools and settings. 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. The assessments must be taken annually in line with the statutory guidance provided in the, Increasing breadth and depth of knowledge, Deepening understanding of the ideas and disciplines within Areas, Refinement and growing sophistication in the use and application of skills, Making connections and transferring learning into new contexts, inform communications and engagement activity with parents and carers, support the transition of learners along the 3 to 16 continuum, help practitioners and leaders develop their understanding of progression, review and revise the curriculum and corresponding assessment arrangements, identify where improvement and support are needed as part of the school or settings self-evaluation process, their joint expectations for how learners should progress and how knowledge, skills and experiences should contribute to this in schools and settings curricula drawing on the principles of progression, statements of what matters and descriptions of learning, how to ensure coherent progression for learners throughout their learning journey and in particular at points of transition (for example, across and between primary and secondary school; across and between funded non-maintained nursery settings and primary schools, or schools and EOTAS providers; and from year to year within a school/setting). . Head teachers and governing bodies of secondary schools and their feeder primary schools must work together to plan to support learner progression, with a focus on effective communication between practitioners, learners and their parents and carers. functionality such as being able to log in to the website will not work if you do this. Curriculum for Wales 2022 . iBSL informed CCEA Regulation in January 2023 of its intention to surrender recognition in respect of all of . 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. Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. How each individual learner's progression will be supported as they . Healthy, confident individuals who . 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. Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? 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. Therefore, supporting learner progression is a requirement for all maintained schools and settings. This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. Includes strategy, reports, projects and assessments. This understanding should be supported by the on-entry assessment arrangements. Schools and settings should develop and implement processes to support effective two-way communication and engagement with parents and carers. Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group. The aim is to help practitioners gain a clear picture of a learners achievements, plan appropriately, identify and seek additional support if needed, and report back to parents. 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 . Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. The way children learn in primary schools will be different. You can change your cookie settings at any time. As they do so, they will make links across their learning and apply this in new and challenging contexts. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. 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. Professional dialogue between practitioners within and across schools and settings must happen on an ongoing basis. The curriculum has been developed based on a report commissioned in 2014. According to one summary of the act: [1] 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. with practitioners in other schools beyond their cluster(s) to help ensure equity across the education system. More detailed reviews of our curriculum will take place on a rolling basis over . The statutory requirements for schools, EOTAS including PRUs, and FNNE in respect of assessment arrangements can be found in the summary of legislation section of the Curriculum for Wales guidance. The Curriculum for Wales will then be . 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. It opens an important period for engagement with practitioners, with feedback invited until 19 July.

What Is A Kolache With Meat Called, Why Did John White Leave Roanoke, The Way International Splinter Groups, Who Did Jason Tippetts Married, Penalty For Driving With Expired Registration Nc, Articles C