Then choose a task for your pupils or ask them to choose between the two. 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. In doing this, they have ensured flexibility for funded non-maintained settings and schools to plan assessment appropriately to support their curricula at a local level. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. January has been chosen to fit best with curriculum planning cycles in schools and settings. understanding group progress in order to reflect on practice. 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. This guidance concerns assessment, which is focused on supporting learner progression. The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. Families engage enthusiastically with this considered approach to homework. PACEY. Schools and settings should plan a range of assessment methods and techniques that are fit-for-purpose and support progression across the breadth of the curriculum. CEO designate, responsible to the Board for all aspects of Two Saints operations, including delivering an ambitious strategy of transformational change. 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. Key facts showing the percentage of learners and staff from BAME backgrounds. 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. 13 Feb 2023. By continuing to use this site, you agree to our use of cookies. It publishes the expert input, supporting materials, and outputs of these conversations on the. The Curriculum for Wales Framework is being developed for settings and schools in Wales. We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. These statements articulate the 'big ideas' which learners explore and develop learning in. registered in England (Company No 02017289) with its registered office at Building 3, used to prevent cross site request forgery. 03rd March 2023. As such phases and stages do not exist in the new curriculum. 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. Four overarching aims guide the entire curriculum. Cookies are used to help distinguish between humans and bots on contact forms on this Despite this, music education in Wales did not exist before the early years of the 20th century. Assessment proposals will be part of the draft Curriculum for Wales 2022, to be published on 30 April 2019. Professional dialogue between practitioners within and across schools and settings must happen on an ongoing basis. To be truly effective all those involved with a learners journey need to collaborate and work together. 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. This should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. . Who has developed the assessment proposals? We've saved some files called cookies on your device. Designing your curriculum 3. 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. 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. An 'awsUploads' object is used to facilitate file uploads. profitez du shopping sans soucis. Explore all your options and start planning your next steps. Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. 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). 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. Report this resourceto let us know if it violates our terms and conditions. Explore the pedagogy required to prepare for and implement the new curriculum and compare this to current practice. 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. Supporting materials on curriculum design, progression and assessment can be found on Hwb. This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. 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. What structures and arrangements do you already have within your school or setting? 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. Published: 28/02/2023, 10:00am. Assessment planning and practice, built into the curriculum and classroom practice, should recognise this and allow for a variety of diversions, stops and variations in pace in a learners journey. How to use the curriculum planning support document is available as a pdf. 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. The national approach to professional learning (NAPL), Curriculum and Assessment (Wales) Bill: Overview, Teaching about the multiethnic nature of Wales: teachers prompt sheet, Preparing learners for a new Curriculum: guidance for governors, Successful futures: report on responses to the great debate, Cwricwlwm Cymreig review group: final report, Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group: interim report, Relationships and sexuality education (RSE) pilot in schools: final report, The Curriculum Requirements (Amendment of paragraph 7(5) of Schedule 17 to the Coronavirus Act 2020) (Wales) Regulations 2020, Scoping study for the evaluation of the curriculum and assessment reforms in Wales: government response, Notice to disapply curriculum requirements, Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group: final report, The Curriculum and Assessment (Wales) Bill: impact assessments, Mandatory status of English in the Curriculum and Assessment (Wales) Bill: summary of responses, The Curriculum and Assessment (Wales) Act: explanatory memorandum, Curriculum for Wales: Statements of What Matters Code, Modification of Curriculum Requirements in Wales Notice 2021, Curriculum for Wales: Relationships and Sexuality Education (RSE) Code, Black, Asian and Minority Ethnic Communities (BAME), Contributions and Cynefin in the New Curriculum Working Group, Audit Wales report on the new Curriculum for Wales: government response, Teaching about the multiethnic nature of Wales: vision statement, Annual report on implementation of the recommendations from the Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group report, Direction relating to developing and maintaining a shared understanding of progression. Progression step 5. Progression Steps will take the form of a range of Achievement . 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. The change includes a move to online Personalised Assessments from National Tests. The curriculum is underpinned by the school's Christian vision and associated values. 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. Principles of progression Mandatory In the Mathematics and Numeracy Area the model of progression is based on the development of five interdependent proficiencies, outlined below. 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. Alok Gupta 2022-03-17 1.Matrix, 2. by default and whilst you can block or delete them by changing your browser settings, some There has always been a choral tradition in Wales (some choirs having as many as 2,000 to 3,000 voices). The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning. Create . The theme for this year's British Science Week is 'connections', and it could not be more relevant to Ofsted's latest findings on how best to teach the subject of science. 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 biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. Following a feedback period which ended in July 2019, the refined version will be available in January 2020, which will be used throughout Wales from 2022. Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. Track - Monitor coverage and progress across the five progression steps to help identify next steps for individual pupils and whole cohorts. 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. Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. Confidently deliver Computing for the new Curriculum for Wales and develop students' ICT skills with the interactive, ac. Request a different format. 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. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. 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. 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. Effective engagement with parents and career can also provide assurances to parents in respect of their learners progress, the realisation of the curriculum and the support being offered to learners. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? These can be considered as both longitudinal and cross-sectional. 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. Auteur: Laszlo Fedor. 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. Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. There has been a lot of focus on work experience over recent years, with two of the Gatsby Benchmarks in England directly related (5. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. Encounters with employers and employees . Progression is not linear and different learners are likely to progress in markedly different ways. Livraison gratuite partir de 20 . This includes planning to support Year 6 learners transition to secondary school. Healthy, confident individuals who . between progression steps with skill-checker activities at the start of each topic and review questions after each For further support, please see Annex 1. Curriculum for Wales 2022 What Matters What are they? Practitioners should support and challenge learners effectively to ensure they each make progress. As they do so, they will make links across their learning and apply this in new and challenging contexts. 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 needs and progression of our learners and is central to our curriculum. 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. 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. What practical arrangements might be needed to enable this? The Four Purposes will be at the heart of our new curriculum. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. The New Curriculum for Wales progression steps will be implemented in September 2022. Ethical, informed citizens who are ready to be citizens of Wales and the world. Progression step 2. Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. Change), You are commenting using your Facebook account. 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. This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. They will also have an important role in helping to identify and share good practice. Moving from primary to secondary school is a key milestone in a learners journey, and being properly supported to make this transition is important for all learners. The way children learn in primary schools will be different. The data from this cookie is anonymised. The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. I can listen to, understand and use basic concepts in language, e.g. The curriculum sets out "what matters" and "progression steps" for each learning area. This article provides an overview of education in Wales from early childhood to university and adult skills.Largely state funded and free-at-the-point-of-use at a primary and secondary level, education is compulsory for children in Wales aged five to sixteen years old. As 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. position and comparison. September 2022:All maintained schools and settings using the new curriculum and assessment arrangements. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. 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. Ratio and Proportion , 4. (LogOut/ Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. 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 The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. , 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. Progression Steps and Achievement Outcomes . This might help define future priorities for leadership, curriculum design, planning, learning and teaching. Working within the Curriculum for Wales framework, overall assessment arrangements at a school or setting level are a matter for individual schools and settings to determine as they design their own curriculum. By continuing to use this site, you agree to our use of cookies. Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. 2 Mar 2023. The information provided should not contain descriptions of the topics and learning activities the learner has undertaken, unless this is to provide context, but should focus on the progression itself and the individual needs and support of the learner. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. This understanding can contribute to processes of self-evaluation and continuous improvement. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. 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. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework.