document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). Key facts showing the percentage of learners and staff from BAME backgrounds. Recommendations for knowledge, skills and experiences - Swansea September 2022:All maintained schools and settings using the new curriculum and assessment arrangements. Published: 28/02/2023, 10:00am. Change). Then choose a task for your pupils or ask them to choose between the two. 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. PDF Statutory Inspection of Anglican and Methodist Schools (SIAMS) Report Chemistry in Curriculum for Wales - planning support It is for schools and settings to decide the nature of the arrangements they wish to put in place, ensuring that they are appropriate to their context. Sets out the 27 statements of what matters across the 6 areas of learning and experience. This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. Helping students think about money while choosing a university . They will also have an important role in helping to identify and share good practice. Two Saints offers housing & support services in Berkshire, Hampshire (85%) and on the Isle of Wight. 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. For ease, links to the relevant sections of this guidance will be provided in the Welsh Ministers assessment arrangements guidance for funded non-maintained nursery settings. We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. Auteur: Laszlo Fedor. This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. This guidance concerns assessment, which is focused on supporting learner progression. These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. More detailed reviews of our curriculum will take place on a rolling basis over . Donaldson Review: The 'purposes' and content of a Curriculum for Wales This understanding can contribute to processes of self-evaluation and continuous improvement. functionality such as being able to log in to the website will not work if you do this. 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). How and why we are changing the curriculum. Literacy and Numeracy Framework - Hwb The Statements of What Matters in learning are the basis of progression. Curriculum for Wales 2022 - A thorough exploration of CfW 2022 Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. The interim report focuses on learning resources. 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. 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 . 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. Designing your curriculum 3. These are as follows. Assessment is intrinsic to curriculum design and its overarching purpose within the curriculum is to support every learner to make progress. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and used to prevent cross site request forgery. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. 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. Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. You can change your cookie settings at any time. Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. These statements articulate the 'big ideas' which learners explore and develop learning in. 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. 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. Practitioners should support and challenge learners effectively to ensure they each make progress. PDF Transition Plan 2022-25 This incorporates biology, chemistry, physics,computer science anddesign and technology. The National Network will be an opportunity for all interested practitioners to get involved in national co-construction to address our shared challenges and opportunities. The guidance document will be published in January 2020. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. 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. The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. 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. *Formative assessment is mainly undertaken with learners during the learning process to explore how they are progressing and to identify achievements, as well as to identify areas where their learning may need to develop further. 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. , 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. This includes planning to support Year 6 learners transition to secondary school. Curriculum for Wales: Progression Code | GOV.WALES 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. How could you work together to improve current arrangements and ways of working to support these discussions? At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . 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. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. How an understanding of child development is applied to support progression for all learners. PDF Curriculum for Wales 2022 - CSCJES Cronfa on-entry assessment arrangements for funded non-maintained nursery settings. Explore all your options and start planning your next steps. As they do so, they will make links across their learning and apply this in new and challenging contexts. Brain Awareness Week Infographic (teacher made) - Twinkl International Women's Day in Wales Powerpoint (Teacher-Made) Some cookies are necessary in order to make this website function correctly. The curriculum has been reformed at a national level in order to raise standards, reduce the attainment gap between students and equip young people with the skills they need to live in todays ever-changing society. As such phases and stages do not exist in the new curriculum. An 'awsUploads' object is used to facilitate file uploads. Consideration should also be given to other people who are important for a learner, such as their advocate or social worker. 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. Create confident and capable mathematicians with accessible explanations and. Curriculum for Wales: Statements of What Matters Code However, when assessing to award external qualifications the approach will build on the principles of Curriculum for Wales. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. VENDRE! 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. This may include specialist educational support and support from other agencies (for example health services), provide information about learning progression that has taken place and been assessed in other contexts (for example for learners in joint placements between a school and another setting). Brain Awareness Week is a global campaign held every March. Curriculum for Wales (2022-present) - Wikipedia Republished // WIKI 2 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. 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. We use This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. There are 5 Progression Steps covering typical development from 3 years to 16 years. 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 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). 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. Averages , 5. Finding your passion. 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. The Curriculum for Wales Framework is being developed for settings and schools in Wales. . This incorporates physical health anddevelopment, mental health and emotionaland social well-being. 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. 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. Ratings & Reviews. Practitioners should provide opportunities for learners to undertake peer assessment and self-assessment, supporting them to develop these skills in a way which is appropriate to the developmental stage of each learner. . Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. 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. January has been chosen to fit best with curriculum planning cycles in schools and settings. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. Curriculum for Wales Enabling Pathways guidance 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. They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. 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. This refers to particular elements, in addition to the above, that each school or setting may choose to develop and implement in their own context to support assessment practice. Curriculum for Wales (2022-present) - Wikipedia Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. A vision statement developed by the group. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? 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. Progression step 1 Progression step 2 Progression step 3; These recommendations are based on Humanism. Curriculum for Wales - Hwb Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. This relationship at the local, regional, and national level will help bring coherence as schools and settings engage with and enact Curriculum for Wales and it evolves within schools and settings. By continuing to use this site, you agree to our use of cookies. 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. iBSL informed CCEA Regulation in January 2023 of its intention to surrender recognition in respect of all of . Unfortunately not the ones with chocolate chips. For a definition of school cluster group(s), please see the. Progression and the Curriculum for Wales 2022 'Successful Futures' recommended a change from the current phases and key stages to a continuum of learning from 3 - 16 years old. This guidance covers key processes needed for effective learner progression, namely: This guidance has been developed to take the needs of all learners into account and recognises that their identity, language, ability, background and prior learning, as well as the support they may need, will differ according to their particular circumstances. Curriculum for Wales | Sub-topic | GOV.WALES 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 . Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. The statutory requirements for schools, EOTAS including PRUs, and FNNE in respect of assessment arrangements can be found in the summary of legislation section of the Curriculum for Wales guidance. Progression is not linear and different learners are likely to progress in markedly different ways. 25 . Estyn also have a duty to inspect in accordance with the legislation. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum.