The Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. 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. How and why we are changing the curriculum. Personal statements will not be changing for 2024 entry. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. on-entry assessment arrangements for funded non-maintained nursery settings. Progression and the Curriculum for Wales 2022. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. 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. Curriculum for Wales (2022-present) From Wikipedia, the free encyclopedia 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. The Gregynog sisters. 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 Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. It publishes the expert input, supporting materials, and outputs of these conversations on the. This focus does not relate to external reporting, but contributes to a school or settings understanding of what it needs to know and reflect on about its learners in order for them all to maximise their potential, as well as its identification of specific challenges and support that particular groups or individual learners might need. Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. The Four Purposes will be at the heart of our new curriculum. The theme for this year's British Science Week is 'connections', and it could not be more relevant to Ofsted's latest findings on how best to teach the subject of science. Estyn also have a duty to inspect in accordance with the legislation. Key facts showing the percentage of learners and staff from BAME backgrounds. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. Women Lawyers Association of NSW - An opportunity for female law . The new curriculum for Wales has removed levels, replacing them with Progression Steps. September 2022:All maintained schools and settings using the new curriculum and assessment arrangements. For learners aged 14 to 16, the principles of assessment and statutory requirements outlined in this guidance will continue to apply to day-to-day learning and teaching as part of a school or settings curriculum. 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. This resource is designed to engage practitioners in structured discussions to develop their understanding of learning progression and of the links between this and approaches to assessment. 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 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). 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 should be informed by a good understanding of child development. Non-essential cookies are also used to tailor and improve services. 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. 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. A timetable for various meetings/engagement opportunities. 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. 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. 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. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. This information is then used by learners and practitioners to determine the next steps needed to improve their learning further and to inform practitioner planning. A vision statement developed by the group. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. Moving from primary to secondary school is a key milestone in a learners journey, and being properly supported to make this transition is important for all 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. Welsh Governments response to Audit Wales report on the Curriculum for Wales. website. Curriculum for Wales 2022 What Matters What are they? 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 principles of progression can offer schools an organising framework and shared narrative for their communications with parents and carers. Non-essential cookies are also used to tailor and improve services. Evaluation, improvement and accountability arrangements within the education system are separate to assessment arrangements but historically have been seen to influence how assessment is perceived and how it is undertaken. These could include regular whole staff meetings, departmental meetings and cross-department groups. Despite this, music education in Wales did not exist before the early years of the 20th century. The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. Much work has been done to identify key areas for development in light of local & national priorities. Progression step 1 Progression step 2 Progression step 3; These recommendations are based on Humanism. developmentally appropriate relationships and sexuality education. This website and its content is subject to our Terms and Table within Progression step 1 through 5, Column 1 refers to progression step 1 and carries on respectively. 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. Listening for meaning. In the early years this will incorporateplay (problem solving,exploringideas, establishing connections and collaborating). Explore all your options and start planning your next steps. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. The Curriculum for Wales Guidance has been updated. Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. How to use the curriculum planning support document is available as a pdf. Progression step 2. This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. Therefore, supporting learner progression is a requirement for all maintained schools and settings. 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. Guidance for school governors about the Curriculum for Wales 2022. 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. *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. There has always been a choral tradition in Wales (some choirs having as many as 2,000 to 3,000 voices). 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). However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. As such, assessment for qualifications is separate to this guidance. Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. There has been a lot of focus on work experience over recent years, with two of the Gatsby Benchmarks in England directly related (5. Unfortunately not the ones with chocolate chips. 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. Now a new three-year project, Camau I'r Dyfodol, will help practitioners grow that meaningful understanding, helping it evolve as the curriculum evolves. Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. According to one summary of the act: [1] The full detail of these requirements can be found here with supporting information provided below. Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. The first teaching of all year groups from primary school to Year 7 will begin in September 2022 and the new curriculum will roll out year-on-year from this point. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents We've saved some files called cookies on your device. The Curriculum for Wales will then be . LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year (Poche) - EUR 37,58. For a definition of school cluster group(s), please see the. 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. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. 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. For those providing EOTAS education, including PRUs, the, the CAMAU i'r Dyfodol project, a national research project designed to build capacity in understanding and developing progression from 3 to 16 across the curriculum in schools across Wales, primary schools should engage with leaders of funded non-maintained nursery settings, primary and secondary schools should engage with each other, primary and secondary schools should engage with leaders of PRUs, how future progression needs can be supported at home. This should take into account their developmental stage and any barriers to learning, ensuring that each learner is able to demonstrate progress in line with their individual ability. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. It provides details to schools and settings providers of funded non-maintained nursery education (FNNE), pupil referral units (PRUs), other education other than at school (EOTAS) providers of the matters to which they must have regard to when making, implementing, reviewing and revising assessment arrangements and classroom practice integral to their curriculum. types. In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. Supporting learner progression assessment guidance. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. The national approach to professional learning (NAPL), Curriculum and Assessment (Wales) Bill: Overview, Teaching about the multiethnic nature of Wales: teachers prompt sheet, Preparing learners for a new Curriculum: guidance for governors, Successful futures: report on responses to the great debate, Cwricwlwm Cymreig review group: final report, Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group: interim report, Relationships and sexuality education (RSE) pilot in schools: final report, The Curriculum Requirements (Amendment of paragraph 7(5) of Schedule 17 to the Coronavirus Act 2020) (Wales) Regulations 2020, Scoping study for the evaluation of the curriculum and assessment reforms in Wales: government response, Notice to disapply curriculum requirements, Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group: final report, The Curriculum and Assessment (Wales) Bill: impact assessments, Mandatory status of English in the Curriculum and Assessment (Wales) Bill: summary of responses, The Curriculum and Assessment (Wales) Act: explanatory memorandum, Curriculum for Wales: Statements of What Matters Code, Modification of Curriculum Requirements in Wales Notice 2021, Curriculum for Wales: Relationships and Sexuality Education (RSE) Code, Black, Asian and Minority Ethnic Communities (BAME), Contributions and Cynefin in the New Curriculum Working Group, Audit Wales report on the new Curriculum for Wales: government response, Teaching about the multiethnic nature of Wales: vision statement, Annual report on implementation of the recommendations from the Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group report, Direction relating to developing and maintaining a shared understanding of progression. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. Therefore, to develop and maintain a shared understanding of progression, local authorities must make arrangements to: We recommend that local authorities encourage EOTAS providers to participate in discussions relating to progression when approached by a school to which, or from which, they have learners transitioning and/or dual registered learners. To ensure quality for our reviews, only customers who have purchased this resource can review it. Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, . The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. Where possible, practitioners from funded non-maintained nursery settings should also take every opportunity to engage with other funded non-maintained nursery settings and maintained nursery schools to develop and maintain their understanding of progression and share their experiences of supporting learner progression. 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. 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. been dismissed. The New Curriculum for Wales progression steps will be implemented in September 2022. Assessment will be part of your childs learning every day. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. This should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. A summary of the public's response to recommendations on a new approach to curriculum and assessment. In line with the new curriculum, the legislation to come into effect in September 2022 set out how arrangements to assess progression must be designed alongside the curriculum, with requirements on schools that include for every learner: ongoing assessment throughout the school year to assess progress; identification of next steps in progress . A useful article on this blog in June 2018 outlined the principles underpinning progression, and in September an animation on progression was also published to explain the approach. Assessment should not be carried out for the purpose of accountability. Cookies are used to help distinguish between humans and bots on contact forms on this This should be in an accessible manner which both maximises parents and carers engagement and understanding. Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. When developing these processes, consideration should be given to using a wide variety of different communication means, for example, face-to-face, digital or written. More information can be found online. 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 descriptions of learning provide further guidance for schools and settings in relation to the pace of progression across the 3-16 continuum of learning. An Assessment Working Group has been central to developing the new proposals. By continuing to use this site, you agree to our use of cookies. 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. between progression steps with skill-checker activities at the start of each topic and review questions after each Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. Information on any support, interventions or additional needs required for the learners development should also be shared. All assessment activity should challenge and support learners to make progress. Create . The curriculum has been developed based on a report commissioned in 2014. In doing this, they have ensured flexibility for funded non-maintained settings and schools to plan assessment appropriately to support their curricula at a local level. There is a new curriculum in Wales which will be mandatory from September 2022. How each individual learner's progression will be supported as they . Non-essential cookies are also used to tailor and improve services. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? iBSL is no longer a CCEA Regulation recognised awarding organisation. They are key to school level curriculum design and development. The proposal is that funded non-maintained settings and schools will be required to provide a
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