curriculum for wales 2022 progression steps

This focus does not relate to external reporting, but contributes to a school or settings understanding of what it needs to know and reflect on about its learners in order for them all to maximise their potential, as well as its identification of specific challenges and support that particular groups or individual learners might need. It can also be used as a basis for communicating and engaging with parents and carers. Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. The Probability Practice Worksheets provide well crafted content that lifts the weight off the teacher's shoulders and instead puts the focus on the pupil getting great . The 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 priorities for discussions across an academic term/school year, ensuring that progression across the full breadth of the curriculum is covered appropriately on an ongoing basis. website. By continuing to use this site, you agree to our use of cookies. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and AoLE groups are working on this area over the Summer term. 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. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. 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. 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. How could these evolve, be adapted or be improved to enable practitioners to come together to discuss progression? Secondary schools were given a choice of whether to teach it to Year 7 in 2022/23, as originally planned, or wait a further year until it also becomes statutory for Year 8 in September 2023. Designing your curriculum 3. More information on each of these main participants is detailed below. Much work has been done to identify key areas for development in light of local & national priorities. Matomo cookies 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. 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. Assessment will be part of your childs learning every day. 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. There has always been a choral tradition in Wales (some choirs having as many as 2,000 to 3,000 voices). Progress and next steps will be . . Ratio and Proportion , 4. . The curriculum is underpinned by the school's Christian vision and associated values. 01 March 2023. Progression step 3. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. Tes Global Ltd is Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. 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. These are as follows. What practical support might you need in doing this? , 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. Healthy, confident individuals who . Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. 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. Families engage enthusiastically with this considered approach to homework. What practical arrangements might be needed to enable this? iBSL informed CCEA Regulation in January 2023 of its intention to surrender recognition in respect of all of . CEO designate, responsible to the Board for all aspects of Two Saints operations, including delivering an ambitious strategy of transformational change. This should be in an accessible manner which both maximises parents and carers engagement and understanding. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. Then choose a task for your pupils or ask them to choose between the two. Progression Steps will take the form of a range of Achievement . The curriculum published by Welsh Ministers is the starting point for discussions for funded non-maintained settings that choose to adopt it. How an understanding of child development is applied to support progression for all learners. Includes strategy, reports, projects and assessments. 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. Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. Theyll work with their teachers to understand how well theyre doing. This enables them to learn from each other in a supportive environment. in special schools, with practitioners from other special schools. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. From September 2022 it is statutorily required in primary and 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. The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . As they make progress along the continuum with increasing independence, learners should be supported and encouraged to: Parents, carers and external partners have an important role to play and schools and settings should engage with them so that they can support learner progression in an appropriate way. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. Around this time, sisters Gwendoline and Margaret Davies - granddaughters of Welsh industrialist David Davies and owners of Gregynog, a country estate in the county of . At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. 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. Progression step 1 Progression step 2 Progression step 3; These recommendations are based on Humanism. 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. Curriculum for Wales 2022 Following a comprehensive curriculum review, the Welsh Government has developed an exciting new curriculum that aims to create a successful and exciting future for all the children and young people of Wales. 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. The interim report focuses on learning resources. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. 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. 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. This style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. 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. Therefore, supporting learner progression is a requirement for all maintained schools and settings. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. The Code sets out the ways in which a curriculum must make provision for all learners. The guidance document will be published in January 2020. 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. They will also have an important role in helping to identify and share good practice. Progression and the Curriculum for Wales 2022. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. For settings who have chosen to design and adopt their own curriculum the Enabling Learning guidance should be used as a starting point for discussions. Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. 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. The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. 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. 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. Curriculum for Wales 2022 What Matters What are they? . Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. on-entry assessment arrangements for funded non-maintained nursery settings. Equally, continuity of learning to support progression for learners is crucial at this stage in a learners journey. 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. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. It publishes the expert input, supporting materials, and outputs of these conversations on the. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? For a definition of school cluster group(s), please see the. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. The full detail of these requirements can be found here with supporting information provided below. 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. From September 2022 it is statutorily required in primary and nursery education. For learners aged 14 to 16, the principles of assessment and statutory requirements outlined in this guidance will continue to apply to day-to-day learning and teaching as part of a school or settings curriculum. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. 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. According to one summary of the act: [1] All assessment activity should challenge and support learners to make progress. 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. Arithmetic . Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. 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. As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. This is important to help them: spot any issues or extra support they need. 03rd March 2023. This understanding should be supported by the on-entry assessment arrangements. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. What further support and opportunities for discussion are available to the school or setting through local and regional networks and how might these be used to discuss progression? Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Mathematics and Numeracy. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. 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. Now a new three-year project, Camau I'r Dyfodol, will help practitioners grow that meaningful understanding, helping it evolve as the curriculum evolves. The change includes a move to online Personalised Assessments from National Tests. Mrs Owen Dosbarth 6 Years 5 & 6 Arloeswyr Innovators Progression steps 2 & 3; RRSA- Rights Respecting Schools Award; . 25 . Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. Practitioners understanding the progress they want learners to make throughout their education, and how to put this into practice in a coherent way across their school and cluster, is vital to ensure: Ongoing professional dialogue within and across schools and settings is central to building and maintaining this shared understanding of progression. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. HWB.GOV.WALES uses cookies which are essential for the site to work. used to prevent cross site request forgery. The following must have regard to the guidance when making arrangements for assessing children and pupils: Assessment is a fundamental part of Curriculum for Wales and is integral to the process of learning. Listening for meaning. iBSL is no longer a CCEA Regulation recognised awarding organisation. 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. 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. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. More information can be found online. 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. For further information about transition, please see the next section of this guidance. This incorporates Welsh,English andinternational languages as wellasin literature. Published: 28/02/2023, 10:00am. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. In turn, the outcomes of professional dialogue within the school, setting and/or cluster will provide valuable input into discussions at a regional and national level. Learning will include skills and experiences, as well as knowledge. Professional dialogue between practitioners within and across schools and settings must happen on an ongoing basis. Personal statements will not be changing for 2024 entry. UPDATE: Now each table includes a column on the right for your own tracking information. guidance to support settings in developing a shared understanding of progression, guidance to support the on-going assessment of progression for learners in funded non-maintained nursery settings. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. Schools and settings should develop and implement processes to support effective two-way communication and engagement with parents and carers. A vision statement developed by the group. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. their next steps and the support or challenge . 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. Enterprising, creative contributors who are ready to play a full part in life and work. Ga naar zoeken Ga naar hoofdinhoud. Non-essential cookies are also used to tailor and improve services. 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. Key facts showing the percentage of learners and staff from BAME backgrounds. Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. Cookies are used to help distinguish between humans and bots on contact forms on this 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. 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 understanding a practitioner has of each individual learner, gained from assessment, is essential in supporting this process. They also have a role in establishing processes which support the engagement and involvement of EOTAS settings with primary and secondary schools or PRUs with whom they have relationships due to the movement of learners between them. Who has developed the assessment proposals?

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