This is your chance to get to know the new curriculum and make your contribution. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. 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. 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. position and comparison. 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 . Non-essential cookies are also used to tailor and improve services. 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. The Four Purposes will be at the heart of our new curriculum. 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. The curriculum published by Welsh Ministers is the starting point for discussions for funded non-maintained settings that choose to adopt it. What is the difference between current teacher assessments and the proposals for assessment to support the new curriculum? They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. In the early years this will incorporateplay (problem solving,exploringideas, establishing connections and collaborating). To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. In doing so, they should build on structures and relationships that are already in place. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. 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. Communicating effectively with parents and carers on an ongoing basis is an important way to foster positive relationships in order to engage them in purposeful and meaningful dialogue. However, information that flows from assessing learner progress can contribute to the evidence of learner progress in a school, both its extent and pace, and will be used to support the professional dialogue needed to underpin self-evaluation processes. 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. 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. The Gregynog sisters. If you are a parent or carer, a learner, an employer or someone with a general interest in the curriculum, or a particular part of it, you can find out how education is changing. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). How to use the curriculum planning support document is available as a pdf. 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. Assessment proposals will be part of the draft Curriculum for Wales 2022, to be published on 30 April 2019. As part of the exercise you will be asked for your thoughts on the proposals themselves, how they can be refined, and the support you feel you will need to turn the high level principles into a reality. The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. engage with non-PRU EOTAS providers to which, or from which, they have learners transitioning and/or dual registered learners, inviting them to participate in ongoing professional dialogue. Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. Four overarching aims guide the entire curriculum. To be truly effective all those involved with a learners journey need to collaborate and work together. 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. 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. 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. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and 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. *Formative assessment is mainly undertaken with learners during the learning process to explore how they are progressing and to identify achievements, as well as to identify areas where their learning may need to develop further. Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. Unfortunately not the ones with chocolate chips. These decisions should be guided by: In developing arrangements to enable professional dialogue between practitioners for the purpose of developing and maintaining a shared understanding of progression, we recommend that leaders begin by considering what relationships and structures are already in place within and across their schools/settings which can evolve, be adapted or improved. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. This is a move away from the current system where judgements are made on the overall attainment of a learner in a subject at a specific age through the allocation of a level on a best fit basis. 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. 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. Presentations and videos about the Curriculum and Areas of Learning and Experience. This style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. Assessment should not be carried out for the purpose of accountability. What practical support might you need in doing this? Key facts showing the percentage of learners and staff from BAME backgrounds. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, . Personal statements will not be changing for 2024 entry. Schools can use our assessment frameworks to help prepared for the new Curriculum for Wales 2022. 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. Sets out the 27 statements of what matters across the 6 areas of learning and experience. The data from this cookie is anonymised. Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. 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). UPDATE: Now each table includes a column on the right for your own tracking information. Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. Information on any support, interventions or additional needs required for the learners development should also be shared. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. Listening for meaning. The New Curriculum for Wales progression steps will be implemented in September 2022. 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 school or setting must put in place a plan which: School/setting leaders may wish to consider including information such as the following in their plan. 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. Confidently deliver Computing for the new Curriculum for Wales and develop students' ICT skills with the interactive, ac. 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. This might help define future priorities for leadership, curriculum design, planning, learning and teaching. Curriculum for Wales: Mastering Mathematics for 11-14 Years: Book 3 2022-08-26 Create confident and . 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. More detailed reviews of our curriculum will take place on a rolling basis over . It opens an important period for engagement with practitioners, with feedback invited until 19 July. 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. For further information about transition, please see the next section of this guidance. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. It can also be used as a basis for communicating and engaging with parents and carers. Progression step 1 Progression step 2 Progression step 3; These recommendations are based on Humanism. 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. These are as follows. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. AoLE groups are working on this area over the Summer term. 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. 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. 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. Assessment is key to supporting deep learning and should be used to identify whether a learner needs to consolidate learning, whether further support is needed and/or whether the learner can progress to the next steps in learning. The draft arrangements will support professional dialogue between leaders, practitioners, learners, parents, carers and external partners and will include: Final assessment arrangements will be published before September 2023. There is a clear link between these discussions and transition arrangements both within and between schools and settings. Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. 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. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. 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. There is a new curriculum in Wales which will be mandatory from September 2022. . 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. in secondary schools, with practitioners from at least one other secondary school to support collaboration and coherence across the latter stages of the 3 to 16 continuum. Leaders may wish to consider the questions below in doing this. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. It publishes the expert input, supporting materials, and outputs of these conversations on the. In Wales, the following subjects are included in the ks2 Welsh curriculum: English Welsh Welsh second language mathematics science design and technology information and communication technology history geography art and design music physical education The above video may be from a third-party source. Averages , 5. 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. In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. GOV.WALES uses cookies which are essential for the site to work. Self-reflective behaviors nurtured in a supportive and collaborative environment, underpinned throughout the education system, will raise standards and support every young person to fulfill their potential. We've saved some files called cookies on your device. Published: 28/02/2023, 10:00am. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. How could you work together to improve current arrangements and ways of working to support these discussions? Discover. Request a different format. Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. Therefore, supporting learner progression is a requirement for all maintained schools and settings. iBSL is no longer a CCEA Regulation recognised awarding organisation. Table within Progression step 1 through 5, Column 1 refers to progression step 1 and carries on respectively. 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. Estyn also have a duty to inspect in accordance with the legislation. Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. The principles of progression can offer schools an organising framework and shared narrative for their communications with parents and carers.
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