position and comparison. Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . 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. Curriculum for Wales: History for 11-14 years su Apple Books This incorporates geography, history, religion, values andethics, business studies and social sciences. Track - Monitor coverage and progress across the five progression steps to help identify next steps for individual pupils and whole cohorts. 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. 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. Explore the pedagogy required to prepare for and implement the new curriculum and compare this to current practice. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. about a learners overall progression at a set age or point in time. As such phases and stages do not exist in the new curriculum. Professional dialogue between practitioners within and across schools and settings must happen on an ongoing basis. 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. They are key to school level curriculum design and development. The curriculum has been made in Wales but shaped . iBSL informed CCEA Regulation in January 2023 of its intention to surrender recognition in respect of all of . At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. by default and whilst you can block or delete them by changing your browser settings, some KS2 Welsh Curriculum | Progression Step 3 - Twinkl Listening for meaning. Curriculum for Wales: Progress in Computing for 11-14 years New Curriculum 2022 | Alaw Primary School More information can be found online. The statutory requirements for sharing information with parents and carers can be found in the summary of legislation section of the Curriculum for Wales guidance. 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. The proposals, further evolved following feedback, will form the basis of statutory guidance which schools will have to have regard to when developing andundertaking assessment in the new curriculum. Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? 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. 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. Discover. Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, . 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. The new achievement outcomes for each progression step will not be used to make best fit judgements. 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. 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. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. 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. Assessment should not be carried out for the purpose of accountability. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. 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. Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. 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. 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. Practitioners should support and challenge learners effectively to ensure they each make progress. The focus of discussions regarding progression will naturally evolve over time as schools and settings move through the phases of curriculum design into first teaching and then ongoing review and improvement. 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. Literacy and Numeracy Framework - Hwb Cookies are used to help distinguish between humans and bots on contact forms on this 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. types. Observational assessment should be used and practitioners should look for evidence of embedded learning to assess what a learner can do consistently and independently in a range of learning experiences. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and Four overarching aims guide the entire curriculum. The Curriculum for Wales framework guidance will be updated annually in January of each year. According to one summary of the act: [1] This helps ensure that learners make continuous progress and supports them to progress over time. Understanding how learners progress is critical to the design of curriculum and assessment arrangements as well as classroom/setting planning and practice. Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. engage with the providers of funded non-maintained nursery education whereby learners transition from a setting to their school, inviting them to participate in ongoing professional dialogue, engage with PRUs to which, or from which, they have learners transitioning and/or dual registered learners, inviting them to participate in ongoing professional dialogue. Practitioners developing a shared understanding of progression at a school, setting or cluster level helps ensure learners experiences are joined-up, authentic and relevant, and also helps identify how to sequence learning effectively. 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. By continuing to use this site, you agree to our use of cookies. What structures and arrangements do you already have within your school or setting? To be truly effective all those involved with a learners journey need to collaborate and work together. 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. Assessment will be part of your childs learning every day. Confidently deliver Computing for the new Curriculum for Wales and develop students' ICT skills with the interactive, ac. PDF Curriculum for Wales 2022 - CSCJES Cronfa iBSL is no longer a CCEA Regulation recognised awarding organisation. Sets out the 27 statements of what matters across the 6 areas of learning and experience. Unfortunately not the ones with chocolate chips. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. 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. been dismissed. New project to bring long-lasting support for Assessment and Progression Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. Curriculum for Wales - Hwb LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year (Poche) - EUR 37,58. Although schools have faced a challenging time during the . It grouped school years between the ages of five and sixteen into four "key stages". Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. As part of the learning process, practitioners and learners should develop an understanding of how each learner learns and what their attitudes and approaches to learning are, in order to support their continuing progress and to foster commitment to their learning. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. Progress and next steps will be . between progression steps with skill-checker activities at the start of each topic and review questions after each UPDATED Curriculum for Wales 2022 Progression Steps 1-3 (All AoLEs) Subject: Welsh Age range: 5-7 Resource type: Other 0 reviews UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. Further guidance to support schools has been provided in the Welsh Government document The Journey to 2022.. A summary of how professional learning is changing to meet the needs of the new curriculum. 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 There is a new curriculum in Wales which will be mandatory from September 2022. The Institute of British Sign Language (iBSL) surrenders CCEA Enterprising, creative contributors who are ready to play a full part in life and work. RSE pilot final report containing learning, reflections and suggestions for schools and settings. The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. A cookie is used to store your cookie preferences for this website. Working within the Curriculum for Wales framework, overall assessment arrangements at a school or setting level are a matter for individual schools and settings to determine as they design their own curriculum. Going live: Rolling out the new curriculum from this September *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. 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. Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. Local authorities and regional consortia have an important role in ensuring that all practitioners have an opportunity to participate in meaningful professional dialogue for the purposes of developing a shared understanding of progression. Ratio and Proportion , 4. 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. It will be important for all practitioners to familiarise themselves with the detail. They may wish to consider the following areas as bases to support discussions to develop 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). Curriculum designers should be aware that non-religious worldviews are diverse and should consider teaching a range of non-religious worldviews / philosophical convictions as set out in the Welsh Government legislative summary. Curriculum for Wales (2022-present) - Wikipedia All assessment activity should challenge and support learners to make progress. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. This is important to help them: spot any issues or extra support they need. 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. This should be informed by a good understanding of child development. The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. All maintained schools and settings using the new curriculum and assessment arrangements, ambitious, capable learners ready to learn throughout their lives, enterprising, creative contributors, ready to play a full part in life and work, ethical, informed citizens of Wales and the world. 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. Something went wrong, please try again later. Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. Ratings & Reviews. Chemistry in Curriculum for Wales - planning support The other steps are: 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. This annual report sets out the progress made to date in implementing these recommendations to reinforce the importance of teaching past and present experiences and contributions of Black, Asian and Minority Ethnic communities as part of the story of Wales across the curriculum. 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. Schools can use our assessment frameworks to help prepared for the new Curriculum for Wales 2022. If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. Ensuring the well-being of all learners should be an important and integral part of the process, recognising the needs of individuals, while also supporting both continuity and progression in their learning. There has been a lot of focus on work experience over recent years, with two of the Gatsby Benchmarks in England directly related (5. They will also have an important role in helping to identify and share good practice. This guidance concerns assessment, which is focused on supporting learner progression. Encounters with employers and employees . registered in England (Company No 02017289) with its registered office at Building 3, 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. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. GOV.WALES uses cookies which are essential for the site to work. This understanding can contribute to processes of self-evaluation and continuous improvement. Conditions. PDF Draft Curriculum for Wales 2022: April 2019 DRAFT STATUTORY GUIDANCE Change), You are commenting using your Facebook account. 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. The Four Purposes will be at the heart of our new curriculum. Arithmetic . 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. 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. You can change your cookie settings at any time. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. 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. What practical support might you need in doing this? The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. 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. the pace and challenge of expectations the process of developing a shared understanding enables practitioners and schools and settings to explore whether their expectations for learners are sufficiently challenging and realistic and whether any support is required by individuals, further supporting equity for all learners, provide ongoing opportunities for practitioners to reflect on their understanding of progression and how it is articulated in their curriculum, thus feeding into their curriculum and assessment design, planning and self-evaluation and improvement processes, provide ongoing opportunities for practitioners to compare their thinking to other similar schools and settings, providing a level of consistency of expectation while retaining local flexibility, strengthen understanding of approaches and practice between schools and settings, including, where relevant, funded non-maintained nursery settings, PRUs and other EOTAS providers, within their school; and across their school cluster group(s). The National Network will be an opportunity for all interested practitioners to get involved in national co-construction to address our shared challenges and opportunities.
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