You can change your cookie settings at any time. 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. The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. Curriculum for Wales: Progression Code | GOV.WALES Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. Theyll work with their teachers to understand how well theyre doing. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, Safety and Child Protection. (LogOut/ This should be achieved through: The role of the practitioner is to plan for and provide effective learning experiences that are appropriate to the age and development of each individual learner. . Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. . period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. What structures and arrangements do you already have within your school or setting? 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. This might help define future priorities for leadership, curriculum design, planning, learning and teaching. 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. We've saved some files called cookies on your device. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. 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. Learners should be involved in the transition process to provide insight into what motivates them, what their preferences are, how they learn, what barriers there may be to their learning, and what their strengths and areas for development are, as well as to suggest potential next steps. This guidance concerns assessment, which is focused on supporting learner progression. AoLE groups are working on this area over the Summer term. Percentage , 3. National Curriculum for Wales (2008-2026) - Wikipedia As such phases and stages do not exist in the new curriculum. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and 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. We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have The importance of play and playful learning, being outdoors, observation and authentic and purposeful learning. Art itself is not static, and its purposes, materials and methods are always evolving.'. The data from this cookie is anonymised. understanding group progress in order to reflect on practice. Curriculum for Wales Blog | A curriculum for life what needs to be done for them to get there, taking account of any barriers to their learning, creating a clear vision for a curriculum that supports learners realisation of the four purposes and supports individual learner progression, creating an environment that develops the necessary knowledge and skills to promote learner wellbeing, creating an environment based on mutual trust and respect, rather than one focused on compliance and reporting, enabling practitioners to develop the knowledge and skills necessary to carry out their role in assessment effectively, ensuring the design, adoption, review and revision of a curriculum that affords opportunities for practitioners to plan purposeful learning that addresses the needs of each learner, developing and embedding processes and structures that enable practitioners to develop a shared understanding of progression, ensuring there is a clear picture of learner progression within the school or setting that is understood by all practitioners, a process that embeds regular ongoing professional dialogue on progression into their systems to support self-reflection and inform improvement, ensuring there is a clear understanding of learner progression across schools and, where appropriate, settings, that feeds into discussions on learner progression within the school or setting, considering how additional challenge and support for the learner can be best provided, including working with other partners, encouraging engagement between all participants in the learning and teaching process in order to develop effective partnerships, ensuring that the statutory requirements have been met and that due regard has been paid to this guidance for assessment, and that practitioners are taking account of this in planning, learning and teaching and within daily practice, being clear about the intended learning, and planning engaging learning experiences accordingly, supporting the promotion of learner well-being through assessment practice, sharing intended learning appropriately with learners, evaluating learning, including through observation, questioning and discussion, using the information gained from ongoing assessment to reflect on own practice to inform next steps in teaching and planning for learning, providing relevant and focused feedback that actively engages learners, encourages them to take responsibility for their learning, and moves their learning forward, encouraging learners to reflect on their progress and, where appropriate, to consider how they have developed, what learning processes they have undertaken and what they have achieved, providing opportunities for learners to engage in assessing their own work and that of their peers, and supporting them to develop the relevant skills to do this effectively, developing learners skills in making effective use of a range of feedback to move their learning forward, involving parents and carers in learner development and progression, with the learners involvement in this dialogue increasing over time, engaging in dialogue with leaders and fellow practitioners to ensure they have a clear picture of the progress being made within their school, identifying any additional challenge or support learners may require, engaging with external partners where necessary, understand where they are in their learning and where they need to go next, develop an understanding of how they will get there, respond actively to feedback on their learning, and develop positive attitudes towards receiving, responding to and acting upon feedback in their learning, review their progression in learning and articulate this both individually and with others, reflect on their learning journey and develop responsibility for their own learning over time, engage regularly with the school or setting and its practitioners in order to understand and support their childs progression in learning, share relevant knowledge and understanding with the school or setting and its practitioners, which will support their childs learning and progression, respond actively to information provided about their childs learning and, in collaboration with the school or setting, plan ways of supporting that learning within and outside the school or setting, help practitioners assess and identify the needs of learners who may require additional support and then help them through the provision of advice and support. Curriculum for Wales September 2022 | Pentrebane Primary School Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. LS Wellbeing workbook ALL States 2022 12 15 - Studocu This incorporates geography, history, religion, values andethics, business studies and social sciences. Additions and Changes to Curriculum Guidance - 30th September Supporting learner progression assessment guidance - Hwb 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. 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. The curriculum has been made in Wales but shaped . 185799104399 Listening for meaning. Some cookies are necessary in order to make this website function correctly. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . 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. We've saved some files called cookies on your device. 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. They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. Chemistry in Curriculum for Wales - planning support 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. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. Curriculum for Wales 2022 What Matters What are they? Enterprising, creative contributors who are ready to play a full part in life and work. The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. Poster outlining the 4 purposes of education for children and young people. 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. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. Guidance for school governors about the Curriculum for Wales 2022. These are set (LogOut/ Designing your curriculum 3. This sets out the 3 phases that form the iterative process of curriculum design for schools and settings (engagement; designing, planning and trialling; and evaluation and preparing for first teaching). Y3 Length Centimetres and Millimetres PlanIt Maths Lesson 3 - Twinkl While this guidance focuses on supporting learner progression from ages 3 to 16 as an integral part of learning and teaching, assessment for the purposes of awarding external qualifications is different in nature, as these have a greater level of external control and prescription. Progression Step 1 Nursery to Reception. This understanding should be supported by the on-entry assessment arrangements. Non-essential cookies are also used to tailor and improve services. As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. This understanding should be used by the practitioner, in discussion with the learner, to ascertain the next steps required to move learning forward, including any additional challenge and support required. 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. . Helping students think about money while choosing a university . Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. Supporting learner progression assessment guidance. Progression Steps and how they complement each other. By continuing to use this site, you agree to our use of cookies. There is a clear link between these discussions and transition arrangements both within and between schools and settings. 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. School curriculum overhaul for Wales published - BBC News Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. This incorporates physical health anddevelopment, mental health and emotionaland social well-being. These could include regular whole staff meetings, departmental meetings and cross-department groups. It publishes the expert input, supporting materials, and outputs of these conversations on the. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. Curriculum for Wales: Statements of What Matters Code All assessment activity should challenge and support learners to make progress. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. website. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. 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. 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. A review and recommendations on including Welsh history and perspective in school education. 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. Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. 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. Our frameworks cater for pupils working within the Progression Steps and pupils who are working below Progression Step 1. Building on strengths and removing barriers - preparing for the To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. New Curriculum for Wales assessment frameworks - B Squared The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. The interim report focuses on learning resources. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. 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.

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