curriculum for wales 2022 progression steps curriculum for wales 2022 progression steps

Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . The New Curriculum for Wales progression steps will be implemented in September 2022. These Regulations amend Schedule 17 to the Coronavirus Act 2020 to enable the Welsh Ministers to make a notice to temporarily dis-apply certain curriculum requirements and their associated assessment arrangements. The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. PACEY. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. Supporting materials on curriculum design, progression and assessment can be found on Hwb. The learner should be at the centre of the transition process. (LogOut/ Equally, continuity of learning to support progression for learners is crucial at this stage in a learners journey. 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. 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. 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. This website and its content is subject to our Terms and Who has developed the assessment proposals? By continuing to use this site, you agree to our use of cookies. 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. While Key Stages 2, 3 and 4 will disappear the principles of the Foundation Phase will remain the same but will become a part of one seamless curriculum for children aged 3 to 16 providing more joined up learning. 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. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. It will affect all schools except independent schools. The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. the pace and challenge of expectations the process of developing a shared understanding enables practitioners and schools and settings to explore whether their expectations for learners are sufficiently challenging and realistic and whether any support is required by individuals, further supporting equity for all learners, provide ongoing opportunities for practitioners to reflect on their understanding of progression and how it is articulated in their curriculum, thus feeding into their curriculum and assessment design, planning and self-evaluation and improvement processes, provide ongoing opportunities for practitioners to compare their thinking to other similar schools and settings, providing a level of consistency of expectation while retaining local flexibility, strengthen understanding of approaches and practice between schools and settings, including, where relevant, funded non-maintained nursery settings, PRUs and other EOTAS providers, within their school; and across their school cluster group(s). The group, drawing on advice from experts, has developed high-level principles to provide broad direction for assessment at a national level. This is key to enabling them to work towards realising the four purposes, as they progress through their school or settings and into different pathways beyond school. 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. Some cookies are necessary in order to make this website function correctly. 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. 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. Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. All assessment activity should challenge and support learners to make progress. They are key to school level curriculum design and development. 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. How to use the curriculum planning support document is available as a pdf. Unfortunately not the ones with chocolate chips. It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. 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). Livraison gratuite partir de 20 . The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. When implementing their assessment arrangements, their own or those provided by Welsh Ministers, providers of funded non-maintained nursery education (FNNE) will, have to have regard to this guidance. Understanding how learners progress is critical to the design of curriculum and assessment arrangements as well as classroom/setting planning and practice. 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. The new curriculum for Wales has removed levels, replacing them with Progression Steps. HWB.GOV.WALES uses cookies which are essential for the site to work. 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. 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. The Gregynog sisters. Progression step 5. These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. There has always been a choral tradition in Wales (some choirs having as many as 2,000 to 3,000 voices). The Code sets out the ways in which a curriculum must make provision for all learners. I can listen to, understand and use basic concepts in language, e.g. In doing so, they should build on structures and relationships that are already in place. As such, assessment for qualifications is separate to this guidance. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have Assessment should also enable practitioners and leaders within the schools, and, where appropriate, in settings, to understand to what extent and in what ways different groups of learners are making appropriate progress. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. Healthy, confident individuals who . The purpose of the descriptions of learning is to provide guidance on the direction and pace of progression in order to support practitioners and inform their curriculum design and learning and teaching. New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. These statements articulate the 'big ideas' which learners explore and develop learning in. The new curriculum will include: 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. Guidance for school governors about the Curriculum for Wales 2022. Practitioners should support and challenge learners effectively to ensure they each make progress. put arrangements in place to enable all of those involved in learning and teaching to participate in professional dialogue progression within their setting, put arrangements in place to enable all practitioners involved in learning and teaching to participate in ongoing professional dialogue within the setting, support the persons employed, or otherwise engaged by it, to provide a curriculum for non-PRU EOTAS learners to come together to participate in on-going professional dialogue to develop and maintain a shared understanding of progression, Support the same persons to have on-going professional dialogue with practitioners from relevant schools and settings to support dual-registered learners, ensure that the providers they engage to deliver appropriate curricula for learners who receive EOTAS provision other than in a PRU also participate in on-going professional dialogue within their setting/organisation to develop and maintain a shared understanding of progression relating to the aspects of the curriculum that they provide, a school/settings improvement priorities, how practitioners understanding of progression is developing within their school/setting, the manner in which their learners are making progress, sets out the arrangements that enable practitioners to participate in professional dialogue to develop and maintain a shared understanding of progression, outlines how the outcomes of this dialogue will inform future discussions, curriculum and assessment design and learning and teaching, is kept under review and revisited regularly to ensure that the arrangements remain fit for purpose. Two Saints offers housing & support services in Berkshire, Hampshire (85%) and on the Isle of Wight. 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. This understanding should be supported by the on-entry assessment arrangements. This should be informed by a good understanding of child development. The teacher's role in building careers into the curriculum. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. Governing bodies have a responsibility to support the head teacher and to provide appropriate challenge across the breadth of the schools activities. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. 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. As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. Ga naar zoeken Ga naar hoofdinhoud. An assessment of how the Curriculum and Assessment (Wales) Bill will impact teaching and learning. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. Progression Steps and Achievement Outcomes . 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. How might the outcomes of discussions within and between schools and settings feed into the school or settings curriculum and assessment design and self-evaluation processes. For further information about transition, please see the next section of this guidance. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. about a learners overall progression at a set age or point in time. 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. More From Twinkl . UPDATE: Now each table includes a column on the right for your own tracking information. The curriculum has been developed based on a report commissioned in 2014. 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. 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. Assessment will be part of your childs learning every day. This guidance concerns assessment, which is focused on supporting learner progression. 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. 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. 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. Alok Gupta 2022-03-17 1.Matrix, 2. Mrs Owen Dosbarth 6 Years 5 & 6 Arloeswyr Innovators Progression steps 2 & 3; RRSA- Rights Respecting Schools Award; . Progression step 3. Encounters with employers and employees . A review and recommendations on including Welsh history and perspective in school education. The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. Principles of progression Mandatory In the Mathematics and Numeracy Area the model of progression is based on the development of five interdependent proficiencies, outlined below. This will give practitioners the ability to come together nationally to discuss progression in Curriculum for Wales. 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. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. These are only suggestions to support the planning process: This professional dialogue should inform self-evaluation, by supporting an understanding of where schools may want to improve their curriculum. They will explore how the aims, content and assessment of qualifications can be designed to support the Curriculum for Wales Framework, including the principles of assessment outlined in this guidance. Much work has been done to identify key areas for development in light of local & national priorities. We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. Helping students think about money while choosing a university . Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. This is important to help them: spot any issues or extra support they need. 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. Curriculum for Wales Curriculum for Wales Changes to the Curriculum for Wales guidance Supporting materials for curriculum, assessment and evaluating learner progress Practical support for curriculum development, quality assurance and self-evaluation Learn more Getting started Introduction to Curriculum for Wales guidance The interim report focuses on learning resources. Designing your curriculum 3. There is a new curriculum in Wales which will be mandatory from September 2022. Then choose a task for your pupils or ask them to choose between the two. The curriculum is underpinned by the school's Christian vision and associated values. smooth transitions a shared understanding across a school cluster ensures the best possible transitions within and between nursery schools and primary schools and primary and secondary school for learners, as institutions will understand what and how learners have been learning and will be learning and what their next steps in learning should be to support their education and well-being. 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. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. This should be achieved by embedding assessment into day-to-day practice in a way that engages the learner and makes it indistinguishable from learning. profitez du shopping sans soucis. Published: 28/02/2023, 10:00am. 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. How could these evolve, be adapted or be improved to enable practitioners to come together to discuss progression? Non-essential cookies are also used to tailor and improve services. The new curriculum will include: 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. The independent Audit Wales report on the Curriculum for Wales published on 26 May recognised the integrated nature of the wider education reform agenda: the fundamental importance of professional learning and pedagogy, the work on school improvement, self-evaluation and accountability, the reform of qualifications, and the important role of VENDRE! When designing their curriculum, schools and settings should consider what information that flows from assessing learner progress needs to be gathered and recorded in order to illustrate and record progress in learning, along with when this should take place and in what level of detail. Progression Steps will take the form of a range of Achievement . This enables them to learn from each other in a supportive environment. Schools and settings have flexibility on what specifically they wish to discuss as part of this professional dialogue. The other steps are: Request a different format. RSE pilot final report containing learning, reflections and suggestions for schools and settings. It differs to some extent in structure and content to other parts of the United Kingdom, in the later case particularly in . Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. Progression Step 1 Nursery to Reception. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. 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. The proposal is that funded non-maintained settings and schools will be required to provide a Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. Welsh Governments response to Audit Wales report on the Curriculum for Wales. The group will review learning resources and professional training in relation to the teaching of Black, Asian and Minority Ethnic (BAME) history, Welsh history and cynefin. To be truly effective all those involved with a learners journey need to collaborate and work together. Introduction Draft Curriculum for Wales 2022: Expressive Arts 04 A transformational curriculum The White Paper Our National Mission: A Transformational Curriculum1 set out the detailed legislative proposals for Curriculum for Wales 2022. More information on each of these main participants is detailed below. 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. Assessment should not be used to make a one-off judgement on the overall achievement of a learner at a set age or point in time against descriptors or criteria on a best-fit basis. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. . In reality, some discussions between secondary schools and their feeder primary schools may contribute to both developing and maintaining a shared understanding of progression and supporting transition arrangements. Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. Our cookies ensure you get the best experience on our website. St Pauls Place, Norfolk Street, Sheffield, S1 2JE. Families engage enthusiastically with this considered approach to homework. 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. Assessment should not be carried out for the purpose of accountability. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. Table within Progression step 1 through 5, Column 1 refers to progression step 1 and carries on respectively. Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. 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. The statutory requirements for sharing information with parents and carers can be found in the summary of legislation section of the Curriculum for Wales guidance. 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. Schools can use our assessment frameworks to help prepared for the new Curriculum for Wales 2022. Explore all your options and start planning your next steps. 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 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. 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.