Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by). We've saved some files called cookies on your device. The Curriculum for Wales Framework is being developed for settings and schools in Wales. 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. 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. Matomo cookies 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. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. Non-essential cookies are also used to tailor and improve services. Request a different format. Our cookies ensure you get the best experience on our website. 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. (LogOut/ Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. 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. The other steps are: 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. The framework for evaluation, improvement and accountability aims to drive behaviours which positively support and enable our vision for curriculum and assessment, giving practitioners and school leaders the confidence to learn and improve their practice continually to best support learner progression. 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. The principles of progression can offer schools an organising framework and shared narrative for their communications with parents and carers. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. 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. As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. This may include specialist educational support and support from other agencies (for example health services), provide information about learning progression that has taken place and been assessed in other contexts (for example for learners in joint placements between a school and another setting). . The proposal is that funded non-maintained settings and schools will be required to provide a . By continuing to use this site, you agree to our use of cookies. Theyll work with their teachers to understand how well theyre doing. Change), You are commenting using your Facebook account. Unfortunately not the ones with chocolate chips. Estyn also have a duty to inspect in accordance with the legislation. For further information about transition, please see the next section of this guidance. The context of the review says 'Art is a rich and varied set of practices central to human civilisation. the pace and challenge of expectations the process of developing a shared understanding enables practitioners and schools and settings to explore whether their expectations for learners are sufficiently challenging and realistic and whether any support is required by individuals, further supporting equity for all learners, provide ongoing opportunities for practitioners to reflect on their understanding of progression and how it is articulated in their curriculum, thus feeding into their curriculum and assessment design, planning and self-evaluation and improvement processes, provide ongoing opportunities for practitioners to compare their thinking to other similar schools and settings, providing a level of consistency of expectation while retaining local flexibility, strengthen understanding of approaches and practice between schools and settings, including, where relevant, funded non-maintained nursery settings, PRUs and other EOTAS providers, within their school; and across their school cluster group(s). The change includes a move to online Personalised Assessments from National Tests. The guidance document will be published in January 2020. This helps ensure that learners make continuous progress and supports them to progress over time. 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. 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. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. Helping students think about money while choosing a university . The full detail of these requirements can be found here with supporting information provided below. Report this resourceto let us know if it violates our terms and conditions. 01 March 2023. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. 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 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. These assessment arrangements must continue to focus on understanding and supporting the progress made by these learners across the full breadth of the curriculum, and not just those aspects they are taking qualifications in. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. We use plenty of opportunity to think like a scientist, but now the curriculum design process is explicit and KS3 - sorry, Progression step 4 - has a vital role in the development of pupils for the . Now a new three-year project, Camau I'r Dyfodol, will help practitioners grow that meaningful understanding, helping it evolve as the curriculum evolves. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. The Curriculum for Wales framework guidance will be updated annually in January of each year. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Mathematics and Numeracy. functionality such as being able to log in to the website will not work if you do this. Something went wrong, please try again later. This should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. Our new Welsh Progression Steps Frameworks are now available. 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. Practitioners developing a shared understanding of progression at a school, setting or cluster level helps ensure learners experiences are joined-up, authentic and relevant, and also helps identify how to sequence learning effectively. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. 13 Feb 2023. Percentage , 3. This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. 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. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. To reflect the importance of these discussions between practitioners, the leaders of all schools and settings in Wales are required to put arrangements in place to enable them to participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. A summary of how professional learning is changing to meet the needs of the new curriculum. The Statements of What Matters in learning are the basis of progression. 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. Published: 28/02/2023, 10:00am. developmentally appropriate relationships and sexuality education. The way children learn in primary schools will be different. The Code sets out the ways in which a curriculum must make provision for all learners. Our customer service team will review your report and will be in touch. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. The group will review learning resources and professional training in relation to the teaching of Black, Asian and Minority Ethnic (BAME) history, Welsh history and cynefin. 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). 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 the same purpose, schools will engage with funded non-maintained nursery settings as well as PRUs and other EOTAS providers with whom they have relationships to support learner transition and dual registered learners. It may also be appropriate for leaders to put arrangements in place which allows practitioners from their school/setting to participate in professional dialogue with representatives from various settings or sectors together for example, a primary school may wish to invite relevant funded non-maintained nursery settings to contribute to school cluster meetings or schools may meet through cross-cluster arrangements. Preparing students for interviews. 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. HWB.GOV.WALES uses cookies which are essential for the site to work. January has been chosen to fit best with curriculum planning cycles in schools and settings. These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. CEO designate, responsible to the Board for all aspects of Two Saints operations, including delivering an ambitious strategy of transformational change. 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. How could these evolve, be adapted or be improved to enable practitioners to come together to discuss progression? An outline of how the outcomes of these discussions will be captured to inform a school/settings self-evaluation processes and how their subsequent improvement priorities in turn help identify the areas for consideration during these conversations. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. It will be important for all practitioners to familiarise themselves with the detail. . Who has developed the assessment proposals? Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. 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 types. It should be read alongside any supporting guidance and supplementary information on the key processes needed for effective learner progression, published in parallel with the legislation in summer 2022. Each school and settings curriculum must be designed to reflect the progression outlined in the principles of progression and drawing on the What Matters statements. 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. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. 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 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. 03rd March 2023. As part of the learning process, practitioners and learners should develop an understanding of how each learner learns and what their attitudes and approaches to learning are, in order to support their continuing progress and to foster commitment to their learning. Our next step as a department is to consider progression within maths by looking at how students' understanding of key concepts develops over time. Our school curriculum has been developed using the principles of co-construction. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. 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 support practitioners in identifying the progress being made by an individual learner, and recording this, where appropriate, to understand the learners journey over different periods of time and in a variety of ways. This incorporates Welsh,English andinternational languages as wellasin literature. The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. Explore all your options and start planning your next steps. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. 185799104399 How might the outcomes of discussions within and between schools and settings feed into the school or settings curriculum and assessment design and self-evaluation processes. Non-essential cookies are also used to tailor and improve services. 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. Create . The interim report focuses on learning resources. 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. The importance of play and playful learning, being outdoors, observation and authentic and purposeful learning. The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. 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. They will also have an important role in helping to identify and share good practice. You can change your cookie settings at any time. It takes the form of a series of six workshops, with support materials, designed to be used by groups of practitioners who will work as a community of enquiry to develop their understanding of progression across the curriculum and, thus, build their capacity in their own context to plan and use assessment approaches which support learning progression. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. Schools and settings have flexibility on what specifically they wish to discuss as part of this professional dialogue. 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. Discover. Averages , 5. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. Includes strategy, reports, projects and assessments. New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. 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. UPDATED Curriculum for Wales 2022 Progression Steps 1-3 (All AoLEs) Subject: Welsh Age range: 5-7 Resource type: Other 0 reviews UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. 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. What practical arrangements might be needed to enable this? This should be in an accessible manner which both maximises parents and carers engagement and understanding. been dismissed. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. 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. RSE pilot final report containing learning, reflections and suggestions for schools and settings. 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. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. Non-essential cookies are also used to tailor and improve services. website. How each individual learner's progression will be supported as they . 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. Public Health Wales have published a warn and inform letter regarding scarlet fever an invasive streptococcal disease./ Mae Iechyd Cyhoeddus Cymru wedi cyhoeddi llythyr rhybuddio a hysbysu yngln thwymyn y Scarlet yn glefyd streptococol ymledol. Designing your curriculum 3. In doing so, they should build on structures and relationships that are already in place. 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. 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.

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