It can also be used as a basis for communicating and engaging with parents and carers. This incorporates geography, history, religion, values andethics, business studies and social sciences. These are set This is your chance to get to know the new curriculum and make your contribution. The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. 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. 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? Our customer service team will review your report and will be in touch. Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. When developing these processes, consideration should be given to using a wide variety of different communication means, for example, face-to-face, digital or written. 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. A clear, holistic picture of the learners progression across the school curriculum should be provided to support their continuing journey along the continuum of learning. used to prevent cross site request forgery. These statements articulate the 'big ideas' which learners explore and develop learning in. 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). Leaders may wish to consider the questions below in doing this. The foundation for this engagement and partnership is establishing: Schools and settings must design and/or adopt a curriculum that enables learners to realise the four purposes, providing for appropriate progression for all learners. The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. 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 so, they should build on structures and relationships that are already in place. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. An 'awsUploads' object is used to facilitate file uploads. Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. . Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. 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 assessments must be taken annually in line with the statutory guidance provided in the, Increasing breadth and depth of knowledge, Deepening understanding of the ideas and disciplines within Areas, Refinement and growing sophistication in the use and application of skills, Making connections and transferring learning into new contexts, inform communications and engagement activity with parents and carers, support the transition of learners along the 3 to 16 continuum, help practitioners and leaders develop their understanding of progression, review and revise the curriculum and corresponding assessment arrangements, identify where improvement and support are needed as part of the school or settings self-evaluation process, their joint expectations for how learners should progress and how knowledge, skills and experiences should contribute to this in schools and settings curricula drawing on the principles of progression, statements of what matters and descriptions of learning, how to ensure coherent progression for learners throughout their learning journey and in particular at points of transition (for example, across and between primary and secondary school; across and between funded non-maintained nursery settings and primary schools, or schools and EOTAS providers; and from year to year within a school/setting). 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. 03rd March 2023. This incorporates physical health anddevelopment, mental health and emotionaland social well-being. 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. 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. Some cookies are necessary in order to make this website function correctly. 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. This understanding should be supported by the on-entry assessment arrangements. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. 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. NSW Law Society of New South Wales, NSW Young Lawyers - The NSW Young Lawyers Mentoring Program unites newly admitted lawyers seeking guidance and support with more experienced lawyers who are willing to volunteer their time to assist those just starting out in their careers. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. Our frameworks cater for pupils working within the Progression Steps and pupils who are working below Progression Step 1. Guidance for school governors about the Curriculum for Wales 2022. From 31 January 2023, the Curriculum for Wales framework guidance has been updated. 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. Percentage , 3. Since the publication of the Curriculum for Wales 2022 the teaching profession across Wales has had the opportunity to reflect on its current practice and consider how this might change when delivering a purpose-led curriculum. 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. 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. Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. It grouped school years between the ages of five and sixteen into four "key stages". Create . 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. The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. 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. 25 . The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. Careers education comprises three distinct elements - lessons specifically on careers, embedding careers in the curriculum, and gaining experience of the world of work. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Temporarily removes the requirement for schools and funded 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. More detailed reviews of our curriculum will take place on a rolling basis over . They are not a series of criteria to be directly assessed against, nor can they be assessed by discrete assessment tasks, independent of learning and teaching activities. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. Averages , 5. plenty of opportunity to think like a scientist, but now the curriculum design process is explicit and KS3 - sorry, Progression step 4 - has a vital role in the development of pupils for the . 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. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. 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. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. This helps ensure that learners make continuous progress and supports them to progress over time. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. Word documents with the Descriptions of Learning for Progression Steps 1, 2 and 3 for all Areas of Learning in the new Curriculum for Wales 2022. 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. Includes strategy, reports, projects and assessments. 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. For the same purpose, schools will engage with funded non-maintained nursery settings as well as PRUs and other EOTAS providers with whom they have relationships to support learner transition and dual registered learners. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. 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. Developing and maintaining a shared understanding of progression means that practitioners, collectively within their school or setting and with other schools and settings together explore, discuss and understand: A shared understanding of progression therefore is integral to curriculum design and improving learning and teaching and is essential to support every learner to progress. 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 . By continuing to use this site, you agree to our use of cookies. However, when coming together to develop their understanding of progression, we envisage primary and secondary school practitioners will consider not only progression at Year 6 and Year 7 but the 3-16 continuum as a whole. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. 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. Estyn also have a duty to inspect in accordance with the legislation. Personal statements will not be changing for 2024 entry. 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. HWB.GOV.WALES uses cookies which are essential for the site to work. AoLE groups are working on this area over the Summer term. 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. Supporting materials on curriculum design, progression and assessment can be found on Hwb. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. 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. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. We use Livraison gratuite partir de 20 . Schools and settings have flexibility on what specifically they wish to discuss as part of this professional dialogue. Practical support for curriculum development, quality assurance and self-evaluation, Introduces the four purposes, what's new, why it's changing and who the curriculum guidance is for, Explains the legal status of the curriculum guidance, the proposed legal duties on schools and what these mean in practice, General guidance for designing your curriculum across all areas of learning and experience, Guidance and information for designing assessment arrangements within a school curriculum, The purpose of this guidance is to support schools with a common set of expectations, priorities and supporting information for curriculum design, Our preparations for rolling out the Curriculum for Wales. Curriculum for Wales: Mastering Mathematics for 11-14 Years: Book 3 2022-08-26 Create confident and . 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. VENDRE! This is important to help them: spot any issues or extra support they need. Women Lawyers Association of NSW - An opportunity for female law . Progression Steps will take the form of a range of Achievement . The Curriculum for Wales Framework is being developed for settings and schools in Wales. How and why we are changing the curriculum. 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. 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. 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 curriculum has been developed based on a report commissioned in 2014. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. 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. Finding your passion. 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. 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. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Mathematics and Numeracy. iBSL is no longer a CCEA Regulation recognised awarding organisation. 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. Further guidance to support schools has been provided in the Welsh Government document The Journey to 2022.. Information that flows from assessing learner progress should be used to identify strengths and areas for improvement in both the curriculum and daily practice, including consideration of how the needs of learners as individuals have been met. 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. All maintained schools and settings using the new curriculum and assessment arrangements, ambitious, capable learners ready to learn throughout their lives, enterprising, creative contributors, ready to play a full part in life and work, ethical, informed citizens of Wales and the world. The needs and progression of our learners and is central to our curriculum. Statutory online personalised assessments are part of the wider assessment arrangements and are designed to help the practitioner and learner understand how a learners reading and numeracy skills are developing and what the next steps should be. 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.
curriculum for wales 2022 progression steps