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Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. Preparing students for interviews. What relationships do you already have that could support professional dialogue about progression between schools and settings? 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. towards September 2022: what you need to know and do - GOV.WALES Families engage enthusiastically with this considered approach to homework. 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. 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. 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. Maths Week Display Bunting with Welsh Flag (teacher made) These will help learners, teachers, parents and carers to understand if appropriate progress is being made. What is the difference between current teacher assessments and the proposals for assessment to support the new curriculum? A timetable for various meetings/engagement opportunities. Curriculum for Wales 2022 . Careers education comprises three distinct elements - lessons specifically on careers, embedding careers in the curriculum, and gaining experience of the world of work. While the provision of personalised assessment reports to parents and carers is a statutory requirement, this is only a small element of what may be provided and should be considered in the context of the wider communication and engagement process with parents and carers. The Statements of What Matters in learning are the basis of progression. 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. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. 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. Listening for meaning. You can change your cookie settings at any time. Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by). 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. 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. 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 . To ensure quality for our reviews, only customers who have purchased this resource can review it. The Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. 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. The Curriculum for Wales framework guidance will be updated annually in January of each year. Curriculum for Wales: Statements of What Matters Code Legislation Curriculum for Wales: Statements of What Matters Code Sets out the 27 statements of what matters across the 6 areas of learning and experience. 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. By continuing to use this site, you agree to our use of cookies. Curriculum for Wales Blog | A curriculum for life | Page 4 on-entry assessment arrangements for funded non-maintained nursery settings. LS Wellbeing workbook ALL States 2022 12 15 - Studocu . 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. 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. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. 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. Practitioners should support and challenge learners effectively to ensure they each make progress. Some cookies are necessary in order to make this website function correctly. How an understanding of child development is applied to support progression for all learners. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. 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. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. 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. This might help define future priorities for leadership, curriculum design, planning, learning and teaching. A review and recommendations on including Welsh history and perspective in school education. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. 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. 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. This should be achieved through: The role of the learner is to participate in and contribute to the learning process in a way that is appropriate to their age and stage of development. 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. 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. This incorporates geography, history, religion, values andethics, business studies and social sciences. Theyll work with their teachers to understand how well theyre doing. Curriculum for Wales: Progress in Computing for 11-14 years This should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. 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. By continuing to use this site, you agree to our use of cookies. The new curriculum for Wales has removed levels, replacing them with Progression Steps. This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. Averages , 5. Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group. Curriculum for Wales 2022 - NDNA How each individual learner's progression will be supported as they . This guidance concerns assessment, which is focused on supporting learner progression. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . 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. Progression and the Curriculum for Wales 2022. The principles of progression can provide schools and setting with an organising framework and shared focus for the type of information that may be relevant that is, information that reflects: School head teachers, teachers in charge of a unit, local authorities in relation to EOTAS other than in PRUs, and providers of FNNE should ensure that the information gathered on learner progression is proportionate and is used within the school or setting to directly support learner progression and inform teaching. This should be provided alongside the history of any additional challenge or support provided. 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. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. 01 March 2023. These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. St Pauls Place, Norfolk Street, Sheffield, S1 2JE. Progression Steps will take the form of a range of Achievement . 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. Our frameworks cater for pupils working within the Progression Steps and pupils who are working below Progression Step 1. Our next step as a department is to consider progression within maths by looking at how students' understanding of key concepts develops over time. To be truly effective all those involved with a learners journey need to collaborate and work together. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. UPDATE: Now each table includes a column on the right for your own tracking information. A cookie is used to store your cookie preferences for this website. Music education in Wales - Wikipedia Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. You can change your cookie settings at any time. Change), You are commenting using your Twitter account. Progression step 3. Non-essential cookies are also used to tailor and improve services. This article provides an overview of education in Wales from early childhood to university and adult skills.Largely state funded and free-at-the-point-of-use at a primary and secondary level, education is compulsory for children in Wales aged five to sixteen years old. Discover. by default and whilst you can block or delete them by changing your browser settings, some Curriculum for Wales 2022 - A thorough exploration of CfW 2022 As such phases and stages do not exist in the new curriculum. 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. There is a new curriculum in Wales which will be mandatory from September 2022. 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. This includes planning to support Year 6 learners transition to secondary school. Alok Gupta 2022-03-17 1.Matrix, 2. This understanding should be supported by the on-entry assessment arrangements. 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 Something went wrong, please try again later. This professional dialogue is important to: To support this ongoing professional dialogue, all those participating in discussions should do so on an equal basis with practitioners sharing and reflecting on their own experiences of the learning process and of supporting learners to progress. 25 . More information can be found online. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. The Head Teacher Reporting Regulations are being phased out in accordance with the roll out of the new curriculum and the detail will then be set out in the Schedule to the Provision of Information by Head Teachers to Parents and Adult Pupils (Wales) Regulations 2022. It differs to some extent in structure and content to other parts of the United Kingdom, in the later case particularly in . AoLE groups are working on this area over the Summer term. When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. Key facts showing the percentage of learners and staff from BAME backgrounds. Schools and settings should develop and implement processes to support effective two-way communication and engagement with parents and carers. (LogOut/ How and why we are changing the curriculum. Our cookies ensure you get the best experience on our website. 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. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. (LogOut/ What practical support might you need in doing this? I can listen to, understand and use basic concepts in language, e.g. The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. 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. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. A summary of how professional learning is changing to meet the needs of the new curriculum. Includes strategy, reports, projects and assessments. Livraison gratuite partir de 20 . 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 guidance document will be published in January 2020. Donaldson Review: The 'purposes' and content of a Curriculum for Wales The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. Curriculum for Wales (2022-present) - Wikipedia Republished // WIKI 2 Enterprising, creative contributors who are ready to play a full part in life and 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. 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. Curriculum for Wales: Annual Report 2022 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. The Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. Information on any support, interventions or additional needs required for the learners development should also be shared. 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. 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 change includes a move to online Personalised Assessments from National Tests. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. This includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. A vision statement developed by the group. Curriculum for Wales 2022 What Matters What are they? We've saved some files called cookies on your device. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. 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. used to prevent cross site request forgery. Leaders may wish to consider the questions below in doing this. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. 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. The new Curriculum for Wales will apply from the age of 3 to 16 and provide for a continuum of learning rather than the separation of schooling into key stages as at present. As such, assessment for qualifications is separate to this guidance. Richard Gammage MSc MA - Chief Executive Officer designate - LinkedIn Progression Steps | Important Information for Teachers - Twinkl 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. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. 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. How will you ensure that the discussions within a school or setting can feed into dialogue across schools and settings and vice versa and that these have a positive impact on planning, learning and teaching? Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. To develop and maintain a shared understanding of progression, the teacher in charge and management committee of a PRU, and the local authority that maintains it, must: We strongly advise that PRUs participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression when approached by schools to which, or from which, they have learners transitioning and/or dual registered learners. PDF Curriculum for Wales 2022 - CSCJES Cronfa Practitioners understanding the progress they want learners to make throughout their education, and how to put this into practice in a coherent way across their school and cluster, is vital to ensure: Ongoing professional dialogue within and across schools and settings is central to building and maintaining this shared understanding of progression. Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Areas of Learning and Experience Mathematics and Numeracy Progression Step 2 Geometry focuses on relationships involving shape, space and position, and measurement focuses on quantifying phenomena in the physical world. HWB.GOV.WALES uses cookies which are essential for the site to work. RSE pilot final report containing learning, reflections and suggestions for schools and settings. A summary of the public's response to recommendations on a new approach to curriculum and assessment. The learner should be at the centre of the transition process. Our Preparation for the Curriculum for Wales 2022. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. 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. They both must therefore be able to consider whether assessment arrangements are delivering the required purpose, to support learner progression, and to evaluate whether schools are using the assessment information, as part of their evaluation and improvement processes, in the right way to improve effectiveness. in secondary schools, with practitioners from at least one other secondary school to support collaboration and coherence across the latter stages of the 3 to 16 continuum.