Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. 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. 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 learner should be at the centre of the transition process. 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. What relationships do you already have that could support professional dialogue about progression between schools and settings? 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. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. Progression step 1 Progression step 2 Progression step 3; These recommendations are based on Humanism. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. Head teachers and governing bodies of secondary schools and their feeder primary schools must work together to plan to support learner progression, with a focus on effective communication between practitioners, learners and their parents and carers. Our new Welsh Progression Steps Frameworks are now available. Sets out the 27 statements of what matters across the 6 areas of learning and experience. 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. By continuing to use this site, you agree to our use of cookies. New Curriculum for Wales. . For each, the guidance offers detail to guide curriculum planning and key questions to consider, including on progression and assessment, which are likely to inform local professional dialogue. 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. Progression and the Curriculum for Wales 2022. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. This helps ensure that learners make continuous progress and supports them to progress over time. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. Request a different format. 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. . 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. Despite this, music education in Wales did not exist before the early years of the 20th century. Equally, continuity of learning to support progression for learners is crucial at this stage in a learners journey. Our mission is to provide people with homes and specialist support so they feel more valued and secure, and ready to take the next steps. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. At whatever point a learner enters a school or setting, practitioners should ensure they understand where they are in their learning and the progression they have made to date. 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. The New Curriculum for Wales progression steps will be implemented in September 2022. . 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. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. This should be provided alongside the history of any additional challenge or support provided. 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. Brain Awareness Week is a global campaign held every March. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. Auteur: Laszlo Fedor. More information on each of these main participants is detailed below. A Ministerial Direction pursuant to section 57 of the Curriculum and Assessment Act 2021, for the purpose of enabling practitioners to participate in professional dialogue within their school or setting and with practitioners from other schools and settings to develop and maintain a shared understanding of learner progression. Personal statements will not be changing for 2024 entry. There is a new curriculum in Wales which will be mandatory from September 2022. Create confident and capable mathematicians with accessible explanations and. 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. The Statements of What Matters in learning are the basis of progression. The Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. We use 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. Explains what the Curriculum and Assessment (Wales) Act will do. It should contribute to developing a holistic picture of the learner their strengths, the ways in which they learn, and their areas for development, in order to inform next steps in learning and teaching. Non-essential cookies are also used to tailor and improve services. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. Cookies are used to help distinguish between humans and bots on contact forms on this Mrs Owen Dosbarth 6 Years 5 & 6 Arloeswyr Innovators Progression steps 2 & 3; RRSA- Rights Respecting Schools Award; . Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. 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. We've saved some files called cookies on your device. 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. 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. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. A review and recommendations on including Welsh history and perspective in school education. 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. The necessary cookies set on this website are as follows: A 'sessionid' token is required for logging in to the website and a 'crfstoken' token is Curriculum for Wales 2022 What Matters What are they? 03rd March 2023. Careers education comprises three distinct elements - lessons specifically on careers, embedding careers in the curriculum, and gaining experience of the world of work. The new achievement outcomes for each progression step will not be used to make best fit judgements. The Curriculum for Wales will then be . position and comparison. The framework for evaluation, improvement and accountability aims to drive behaviours which positively support and enable our vision for curriculum and assessment, giving practitioners and school leaders the confidence to learn and improve their practice continually to best support learner progression. As such phases and stages do not exist in the new curriculum. Ga naar zoeken Ga naar hoofdinhoud. Curriculum for Wales 2022 . 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. Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. The importance of play and playful learning, being outdoors, observation and authentic and purposeful learning. developmentally appropriate relationships and sexuality education. 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. iBSL is no longer a CCEA Regulation recognised awarding organisation. Alok Gupta 2022-03-17 1.Matrix, 2. In later years it will focus on working both independently and collaboratively. 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 . 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. 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. Progression Steps and Achievement Outcomes . The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. Discover. 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. Something went wrong, please try again later. CEO designate, responsible to the Board for all aspects of Two Saints operations, including delivering an ambitious strategy of transformational change. 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. 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. Who has developed the assessment proposals? The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. Guidance for school governors about the Curriculum for Wales 2022. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. 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. 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. 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. Progression step 5. Therefore, supporting learner progression is a requirement for all maintained schools and settings. They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. Our next step as a department is to consider progression within maths by looking at how students' understanding of key concepts develops over time. Identified improvements should then, in turn, be reflected in daily practice. A useful article on this blog in June 2018 outlined the principles underpinning progression, and in September an animation on progression was also published to explain the approach. 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. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. It can also be used as a basis for communicating and engaging with parents and carers. Listening for meaning. It will be important for all practitioners to familiarise themselves with the detail. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. Although schools have faced a challenging time during the . 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. Change). Published: 28/02/2023, 10:00am. The proposals make it clear that assessment is an integral part of learning and teaching and should not be conflated with external accountability and national monitoring activities.

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