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. 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. 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. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. by default and whilst you can block or delete them by changing your browser settings, some The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. A school or setting must put in place a plan which: School/setting leaders may wish to consider including information such as the following in their plan. 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. 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. 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. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. 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. Learning will include skills and experiences, as well as knowledge. 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. 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. These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. Families engage enthusiastically with this considered approach to homework. 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. The changes are mainly additions or amendments to existing sections. Our Preparation for the Curriculum for Wales 2022. 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. For further information about transition, please see the next section of this guidance. Equally, continuity of learning to support progression for learners is crucial at this stage in a learners journey. AoLE groups are working on this area over the Summer term. Brain Awareness Week is a global campaign held every March. We've saved some files called cookies on your device. 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. 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. They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. 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. 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. Assessment will be part of your childs learning every day. This will give practitioners the ability to come together nationally to discuss progression in Curriculum for Wales. PACEY. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. in special schools, with practitioners from other special schools. 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. 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. 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. Assessment should not be carried out for the purpose of accountability. The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. I can listen to, understand and use basic concepts in language, e.g. Therefore, supporting learner progression is a requirement for all maintained schools and settings. Who has developed the assessment proposals? Assessment proposals will be part of the draft Curriculum for Wales 2022, to be published on 30 April 2019. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. 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. 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). Presentations and videos about the Curriculum and Areas of Learning and Experience. 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. iBSL informed CCEA Regulation in January 2023 of its intention to surrender recognition in respect of all of . Developing and maintaining a shared understanding of progression means that practitioners, collectively within their school or setting and with other schools and settings together explore, discuss and understand: A shared understanding of progression therefore is integral to curriculum design and improving learning and teaching and is essential to support every learner to progress. Formative assessment* will have priority under the new arrangements with the focus on ensuring that learners understand how they are progressing and what they need to do next. Published: 28/02/2023, 10:00am. It will affect all schools except independent schools. used to prevent cross site request forgery. From September 2022 it is statutorily required in primary and nursery education. These could include regular whole staff meetings, departmental meetings and cross-department groups. 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 . The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. Alok Gupta 2022-03-17 1.Matrix, 2. Some cookies are necessary in order to make this website function correctly. How each individual learner's progression will be supported as they . 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. The Curriculum for Wales framework guidance will be updated annually in January of each year. 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. 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 data from this cookie is anonymised. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. 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. 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. A cookie is used to store your cookie preferences for this website. They will be the starting point for all decisions on the content and experiences developed as part of the curriculum to support our children and young people to be: The curriculum will be organised into 6 Areas of Learning and Experience: This area incorporates art, dance, drama, film and digitalmedia and music. Key facts showing the percentage of learners and staff from BAME backgrounds. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have How could you work together to improve current arrangements and ways of working to support these discussions? Preparing students for interviews. This understanding can contribute to processes of self-evaluation and continuous improvement. A summary of the public's response to recommendations on a new approach to curriculum and assessment. . The Curriculum for Wales Guidance has been updated. The Four Purposes will be at the heart of our new curriculum. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. developmentally appropriate relationships and sexuality education. Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. with practitioners in other schools beyond their cluster(s) to help ensure equity across the education system. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. Request a different format. 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. (LogOut/ 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. The other steps are: Conditions. Around this time, sisters Gwendoline and Margaret Davies - granddaughters of Welsh industrialist David Davies and owners of Gregynog, a country estate in the county of . 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. 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 Statements of What Matters in learning are the basis of progression. A summary of how professional learning is changing to meet the needs of the new curriculum. The curriculum has been developed based on a report commissioned in 2014. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. Sets out the 27 statements of what matters across the 6 areas of learning and experience. 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 curriculum published by Welsh Ministers is the starting point for discussions for funded non-maintained settings that choose to adopt it. By supporting learners to understand their strengths, areas for improvement and next steps, assessment can help learners prepare for their external qualifications including making informed choices about the qualifications they take. Curriculum for Wales: Statements of What Matters Code Legislation Sets out the 27 statements of what matters across the 6 areas of learning and experience. The new Curriculum for Wales will be introduced in 2022 and is at the heart of an effort to ensure that children and young people in Wales have the best support and opportunities to be able to thrive for the future of Wales. GOV.WALES uses cookies which are essential for the site to work. 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. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year (Poche) - EUR 37,58. Practitioners should support and challenge learners effectively to ensure they each make progress. The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. There is a new curriculum in Wales which will be mandatory from September 2022. Communicating effectively with parents and carers on an ongoing basis is an important way to foster positive relationships in order to engage them in purposeful and meaningful dialogue. 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. For a definition of school cluster group(s), please see the. 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. 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. Progression is not linear and different learners are likely to progress in markedly different ways. They are not a series of criteria to be directly assessed against, nor can they be assessed by discrete assessment tasks, independent of learning and teaching activities. The full detail of these requirements can be found here with supporting information provided below. The Curriculum for Wales will then be . Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. 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. Schools and settings should encourage and enable parents and carers to: Schools and settings should engage external partners to: The principles of progression and the descriptions of learning, articulated in the Curriculum for Wales guidance, are intended to guide curriculum design and learning and teaching, with assessment arrangements and classroom practice being an integral part of both. 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. 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. However, information that flows from assessing learner progress can contribute to the evidence of learner progress in a school, both its extent and pace, and will be used to support the professional dialogue needed to underpin self-evaluation processes. The curriculum guidance revisions will be followed by a second set at the end of 2021 to cover: Relationships and Sexuality Education Religion, Values and Ethics Careers and Work-Related Experiences The addition of guidance on enabling pathways A revised 'Legislation' section Additional guidance on the UNCRC and UNCRPD Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. 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 In doing so, they should build on structures and relationships that are already in place. 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. 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. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. 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). Progression Step 1 Nursery to Reception. Much work has been done to identify key areas for development in light of local & national priorities. According to one summary of the act: [1] This incorporates geography, history, religion, values andethics, business studies and social sciences. These can be considered as both longitudinal and cross-sectional. 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. Arithmetic . When are students first introduced to key topics? The proposal is that funded non-maintained settings and schools will be required to provide a 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. 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. Cookies are used to help distinguish between humans and bots on contact forms on this Ga naar zoeken Ga naar hoofdinhoud. 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. 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. their next steps and the support or challenge . This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. 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. 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. UPDATE: Now each table includes a column on the right for your own tracking information. 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.