The Curriculum for Wales will then be . The new curriculum will include: 6 Areas of Learning and Experience from 3 to 16 3 cross curriculum responsibilities: literacy, numeracy and digital competence progression reference points at ages 5, 8, 11, 14 and 16 achievement outcomes which describe expected achievements at each progression reference point. The Curriculum for Wales Framework is being developed for settings and schools in Wales. Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. 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. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. This website and its content is subject to our Terms and An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have RSE pilot final report containing learning, reflections and suggestions for schools and settings. 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 teacher's role in building careers into the curriculum. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. 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. to improve the website performance by capturing information such as browser and device 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). 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. 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. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. It publishes the expert input, supporting materials, and outputs of these conversations on the. If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. Our new Welsh Progression Steps Frameworks are now available. Effective self-evaluation will involve schools and settings reflecting on their approaches to planning, developing and implementing curriculum and assessment arrangements, to ensure they are supporting learner progression. Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Areas of Learning and Experience Mathematics and Numeracy Progression Step 2 Geometry focuses on relationships involving shape, space and position, and measurement focuses on quantifying phenomena in the physical world. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. This understanding can contribute to processes of self-evaluation and continuous improvement. Progression step 4. Includes strategy, reports, projects and assessments. The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . This incorporates Welsh,English andinternational languages as wellasin literature. 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. Non-essential cookies are also used to tailor and improve services. Assessment should not be carried out for the purpose of accountability. 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 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. Poster outlining the 4 purposes of education for children and young people. 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. Livraison gratuite partir de 20 . From 31 January 2023, the Curriculum for Wales framework guidance has been updated. 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 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 This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. This guidance concerns assessment, which is focused on supporting learner progression. Ratings & Reviews. 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. Helping students think about money while choosing a university . The needs and progression of our learners and is central to our curriculum. An indication of how these discussions can support learner transition from year to year within a school/setting as well as between schools and settings), Identification of how internal discussions will inform wider discussions with other schools/settings as appropriate and vice versa, To discuss their understanding and experience of developing progression, schools and settings can use the. 03rd March 2023. The Four Purposes will be at the heart of our new curriculum. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, Safety and Child Protection. 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. Brain Awareness Week is a global campaign held every March. This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. (LogOut/ 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. Change), You are commenting using your Facebook account. 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 cookie is used to store your cookie preferences for this 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. Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? Ratio and Proportion , 4. An Assessment Working Group has been central to developing the new proposals. It will be important for all practitioners to familiarise themselves with the detail. registered in England (Company No 02017289) with its registered office at Building 3, Schools and settings should encourage and enable parents and carers to: Schools and settings should engage external partners to: The principles of progression and the descriptions of learning, articulated in the Curriculum for Wales guidance, are intended to guide curriculum design and learning and teaching, with assessment arrangements and classroom practice being an integral part of both. 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. Finding your passion. 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. 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 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. In addition, there is a Literacy and Numeracy Framework and a Digital Competency Framework which will embed literacy, numeracy and digital skills throughout all curriculum areas. There will be opportunities for practitioners to engage in discussions on progression as part of: The learning gained from such discussions at a regional and national level should feed back into processes at a local level. It grouped school years between the ages of five and sixteen into four "key stages". 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. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . 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. In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. What structures and arrangements do you already have within your school or setting? There has always been a choral tradition in Wales (some choirs having as many as 2,000 to 3,000 voices). . New Curriculum for Wales. between progression steps with skill-checker activities at the start of each topic and review questions after each This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. More information on each of these main participants is detailed below. Progression Steps and Achievement Outcomes . 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. You can change your cookie settings at any time. St Pauls Place, Norfolk Street, Sheffield, S1 2JE. 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. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. These statements articulate the 'big ideas' which learners explore and develop learning in. How each individual learner's progression will be supported as they . A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. This might help define future priorities for leadership, curriculum design, planning, learning and teaching. 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. 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. 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. They are key to school level curriculum design and development. iBSL informed CCEA Regulation in January 2023 of its intention to surrender recognition in respect of all of . Preparing students for interviews. 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. The new Curriculum for Wales will be introduced in 2022 and is at the heart of an effort to ensure that children and young people in Wales have the best support and opportunities to be able to thrive for the future of Wales. 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. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. 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. 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. 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. The Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. Assessment is intrinsic to curriculum design and its overarching purpose within the curriculum is to support every learner to make progress. Create confident and capable mathematicians with accessible explanations and. 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. Discover. 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. To develop and maintain a shared understanding of progression, the head teacher and governing body of a school must put arrangements in place to enable all practitioners involved in learning and teaching to participate in ongoing professional dialogue: The head teacher and governing body of a school must also put arrangements in place to: To support practitioners to develop and maintain a shared understanding of progression, leaders of funded non-maintained nursery settings must: We also strongly advise them to participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression with schools into which their learners transition. Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, . These are: Progression Step 1 - age 3-5 Progression Step 2 - age 5-8 Progression Step 3 - age 8-11 Progression Step 4 - age 11-14 Progression Step 5 - age 14-16 Children can be anywhere on the progression line though. functionality such as being able to log in to the website will not work if you do this. Details of the statutory requirements for the production of transition plans to support the transition process can be found in the summary of legislation section of the Curriculum for Wales guidance. The change includes a move to online Personalised Assessments from National Tests. How and why we are changing the curriculum. Curriculum for Wales: Statements of What Matters Code Legislation Sets out the 27 statements of what matters across the 6 areas of learning and experience. 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. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. 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. According to one summary of the act: [1] In doing so, they should build on structures and relationships that are already in place. 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 . AoLE groups are working on this area over the Summer term. 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 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. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. by default and whilst you can block or delete them by changing your browser settings, some Sets out the 27 statements of what matters across the 6 areas of learning and experience. Identified improvements should then, in turn, be reflected in daily practice. Track - Monitor coverage and progress across the five progression steps to help identify next steps for individual pupils and whole cohorts. Supporting learner progression assessment guidance. been dismissed. As such phases and stages do not exist in the new curriculum. An 'awsUploads' object is used to facilitate file uploads. This should include both immediate next steps and longer-term objectives and goals that the learner should work towards to help keep them moving forward in their learning. This understanding should be supported by the on-entry assessment arrangements. They will also have an important role in helping to identify and share good practice. Auteur: Laszlo Fedor. Unfortunately not the ones with chocolate chips. A summary of the public's response to recommendations on a new approach to curriculum and assessment. 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. When undertaken well, this can aid learner progression by helping parents and carers to understand how they can support learning within and outside the school environment creating a bridge between school or setting and home. The proposals, further evolved following feedback, will form the basis of statutory guidance which schools will have to have regard to when developing andundertaking assessment in the new curriculum. It may be drawn upon to: Schools will still need to maintain the educational and curricular record as required by the Pupil Information (Wales) Regulations 2011. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of 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. This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. The learner should be at the centre of the transition process. Then choose a task for your pupils or ask them to choose between the two. This incorporates geography, history, religion, values andethics, business studies and social sciences. Welsh Governments response to Audit Wales report on the Curriculum for Wales. This should be informed by a good understanding of child development. 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). 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.

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