Confidently deliver Computing for the new Curriculum for Wales and develop students' ICT skills with the interactive, ac. Progression is not linear and different learners are likely to progress in markedly different ways. 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 should contribute to developing a holistic picture of the learner their strengths, the ways in which they learn, and their areas for development, in order to inform next steps in learning and teaching. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. 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. New Curriculum for Wales. 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. The necessary cookies set on this website are as follows: A 'sessionid' token is required for logging in to the website and a 'crfstoken' token is It opens an important period for engagement with practitioners, with feedback invited until 19 July. Table within Progression step 1 through 5, Column 1 refers to progression step 1 and carries on respectively. 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. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. The Statements of What Matters in learning are the basis of progression. Track - Monitor coverage and progress across the five progression steps to help identify next steps for individual pupils and whole cohorts. 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. Change), You are commenting using your Facebook account. Assessment has three main roles in the process of enabling learner progression: When planning and delivering learning experiences, practitioners should be clear about the specific role of each assessment being undertaken, and what the understanding gained from assessment will be used for and why. 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. Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. 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. 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. Assessment will be part of your childs learning every day. More information can be found online. These can be considered as both longitudinal and cross-sectional. 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. 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. 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. in special schools, with practitioners from other special schools. This guidance concerns assessment, which is focused on supporting learner progression. 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 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. The needs and progression of our learners and is central to our curriculum. As schools and settings continue to develop their curriculum and assessment arrangements, they may wish to use these professional dialogue arrangements to share their thinking, approaches and examples. 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. Progression Steps and how they complement each other. To develop and maintain a shared understanding of progression, the head teacher and governing body of a school must put arrangements in place to enable all practitioners involved in learning and teaching to participate in ongoing professional dialogue: The head teacher and governing body of a school must also put arrangements in place to: To support practitioners to develop and maintain a shared understanding of progression, leaders of funded non-maintained nursery settings must: We also strongly advise them to participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression with schools into which their learners transition. When undertaken well, this can aid learner progression by helping parents and carers to understand how they can support learning within and outside the school environment creating a bridge between school or setting and home. 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. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. 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. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. The new achievement outcomes for each progression step will not be used to make best fit judgements. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. Each school and settings curriculum must be designed to reflect the progression outlined in the principles of progression and drawing on the What Matters statements. Brain Awareness Week is a global campaign held every March. Presentations and videos about the Curriculum and Areas of Learning and Experience. The curriculum sets out "what matters" and "progression steps" for each learning area. Then choose a task for your pupils or ask them to choose between the two. However, when coming together to develop their understanding of progression, we envisage primary and secondary school practitioners will consider not only progression at Year 6 and Year 7 but the 3-16 continuum as a whole. From 31 January 2023, the Curriculum for Wales framework guidance has been updated. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. 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. Careers education comprises three distinct elements - lessons specifically on careers, embedding careers in the curriculum, and gaining experience of the world of work. Create . As part of the exercise you will be asked for your thoughts on the proposals themselves, how they can be refined, and the support you feel you will need to turn the high level principles into a reality. What further support and opportunities for discussion are available to the school or setting through local and regional networks and how might these be used to discuss progression? PACEY. Poster outlining the 4 purposes of education for children and young people. Request a different format. 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. Something went wrong, please try again later. The Curriculum for Wales Framework is being developed for settings and schools in Wales. More information on each of these main participants is detailed below. This understanding should be supported by the on-entry assessment arrangements. Our new Welsh Progression Steps Frameworks are now available. 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. In Wales, the following subjects are included in the ks2 Welsh curriculum: English Welsh Welsh second language mathematics science design and technology information and communication technology history geography art and design music physical education The above video may be from a third-party source. 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. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? They will also have an important role in helping to identify and share good practice. 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. LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year (Poche) - EUR 37,58. 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. Information on any support, interventions or additional needs required for the learners development should also be shared. Explore all your options and start planning your next steps. Unfortunately not the ones with chocolate chips. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. 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. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. Explains what the Curriculum and Assessment (Wales) Act will do. The changes are mainly additions or amendments to existing sections. How might the outcomes of discussions within and between schools and settings feed into the school or settings curriculum and assessment design and self-evaluation processes. What relationships do you already have that could support professional dialogue about progression between schools and settings? 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. Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. 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. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group. There has been a lot of focus on work experience over recent years, with two of the Gatsby Benchmarks in England directly related (5. There has always been a choral tradition in Wales (some choirs having as many as 2,000 to 3,000 voices). Conditions. Encounters with employers and employees . 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. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. For each, the guidance offers detail to guide curriculum planning and key questions to consider, including on progression and assessment, which are likely to inform local professional dialogue. 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. How could these evolve, be adapted or be improved to enable practitioners to come together to discuss progression? There is a clear link between these discussions and transition arrangements both within and between schools and settings. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. For a definition of school cluster group(s), please see the. To be truly effective all those involved with a learners journey need to collaborate and work together. We've saved some files called cookies on your device. According to one summary of the act: [1] The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. Supporting learner progression assessment guidance. Assessment should not be carried out for the purpose of accountability. The Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. 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. 2 Mar 2023. The full detail of these requirements can be found here with supporting information provided below. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. These assessment arrangements must continue to focus on understanding and supporting the progress made by these learners across the full breadth of the curriculum, and not just those aspects they are taking qualifications in. 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. This helps ensure that learners make continuous progress and supports them to progress over time. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. 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. Healthy, confident individuals who . Preparing students for interviews. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. . The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . This incorporates Welsh,English andinternational languages as wellasin literature. 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. The teacher's role in building careers into the curriculum. 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. This incorporates biology, chemistry, physics,computer science anddesign and technology. This website and its content is subject to our Terms and 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. You can change your cookie settings at any time. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. These Regulations provide that curricular record means a formal record of a pupil's academic achievements, the pupil's other skills and abilities and his or her progress in school, as detailed in the Schedule to the Head Teacher's Report to Parents and Adult Pupils (Wales) Regulations 2011. Welsh Governments response to Audit Wales report on the Curriculum for Wales. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Mathematics and Numeracy. It grouped school years between the ages of five and sixteen into four "key stages". I can listen to, understand and use basic concepts in language, e.g. 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. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . This sets out the 3 phases that form the iterative process of curriculum design for schools and settings (engagement; designing, planning and trialling; and evaluation and preparing for first teaching). This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. Our school curriculum has been developed using the principles of co-construction. Art itself is not static, and its purposes, materials and methods are always evolving.'. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. The foundation for this engagement and partnership is establishing: Schools and settings must design and/or adopt a curriculum that enables learners to realise the four purposes, providing for appropriate progression for all learners. 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. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. 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. As such phases and stages do not exist in the new curriculum. . Published: 28/02/2023, 10:00am. New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. Progression Steps and Achievement Outcomes . 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. Women Lawyers Association of NSW - An opportunity for female law . Governing bodies have a responsibility to support the head teacher and to provide appropriate challenge across the breadth of the schools activities. 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. These are as follows. How could you work together to improve current arrangements and ways of working to support these discussions? 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. In later years it will focus on working both independently and collaboratively. 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.

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