Information shared as part of the transition process should focus on the overall needs and well-being of the learner. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. . Change), You are commenting using your Twitter account. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. in secondary schools, with practitioners from at least one other secondary school to support collaboration and coherence across the latter stages of the 3 to 16 continuum. Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. What practical support might you need in doing this? 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. Then choose a task for your pupils or ask them to choose between the two. This incorporates biology, chemistry, physics,computer science anddesign and technology. 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. 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. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. 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 new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. This important focus is a means for schools and settings to ensure their curriculum, and the learning and teaching, helps raise the achievement of all and, in particular, the achievement and attainment of learners from disadvantaged backgrounds. 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 curriculum sets out "what matters" and "progression steps" for each learning area. The understanding a practitioner has of each individual learner, gained from assessment, is essential in supporting this process. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. 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. The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. 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 These Regulations amend Schedule 17 to the Coronavirus Act 2020 to enable the Welsh Ministers to make a notice to temporarily dis-apply certain curriculum requirements and their associated assessment arrangements. Averages , 5. Assessment is intrinsic to curriculum design and its overarching purpose within the curriculum is to support every learner to make progress. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). 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. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. This includes planning to support Year 6 learners transition to secondary school. 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. The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. Welsh Governments response to Audit Wales report on the Curriculum for Wales. New Curriculum for Wales. This should be provided alongside the history of any additional challenge or support provided. Assessment will be part of your childs learning every day. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. 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. Progression step 3. Create . This incorporates physical health anddevelopment, mental health and emotionaland social well-being. Staff know their pupils well. 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. 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. This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. More information on each of these main participants is detailed below. The guidance document will be published in January 2020. How will you ensure that the discussions within a school or setting can feed into dialogue across schools and settings and vice versa and that these have a positive impact on planning, learning and teaching? Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. Guidance for school governors about the Curriculum for Wales 2022. developmentally appropriate relationships and sexuality education. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. 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 needs and progression of our learners and is central to our curriculum. 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 . Healthy, confident individuals who . An Assessment Working Group has been central to developing the new proposals. Ga naar zoeken Ga naar hoofdinhoud. If you are a parent or carer, a learner, an employer or someone with a general interest in the curriculum, or a particular part of it, you can find out how education is changing. 25 . I can listen to, understand and use basic concepts in language, e.g. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. This understanding can contribute to processes of self-evaluation and continuous improvement. The Gregynog sisters. The new achievement outcomes for each progression step will not be used to make best fit judgements. Four overarching aims guide the entire curriculum. 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. 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. The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. Progression Steps and Achievement Outcomes . 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. Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. The proposals make it clear that assessment is an integral part of learning and teaching and should not be conflated with external accountability and national monitoring activities. 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. This guidance covers key processes needed for effective learner progression, namely: This guidance has been developed to take the needs of all learners into account and recognises that their identity, language, ability, background and prior learning, as well as the support they may need, will differ according to their particular circumstances. 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. 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. 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. Effective self-evaluation will involve schools and settings reflecting on their approaches to planning, developing and implementing curriculum and assessment arrangements, to ensure they are supporting learner progression. The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. Secondary schools were given a choice of whether to teach it to Year 7 in 2022/23, as originally planned, or wait a further year until it also becomes statutory for Year 8 in September 2023. Preparing students for interviews. The Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. Statutory online personalised assessments are part of the wider assessment arrangements and are designed to help the practitioner and learner understand how a learners reading and numeracy skills are developing and what the next steps should be. Tes Global Ltd is 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. profitez du shopping sans soucis. These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. How an understanding of child development is applied to support progression for all learners. This understanding should be supported by the on-entry assessment arrangements. 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. Non-essential cookies are also used to tailor and improve services. How and why we are changing the curriculum. Finding your passion. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. 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. The learner should be at the centre of the transition process. Ethical, informed citizens who are ready to be citizens of Wales and the world. VENDRE! The group will review learning resources and professional training in relation to the teaching of Black, Asian and Minority Ethnic (BAME) history, Welsh history and cynefin. 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. From 31 January 2023, the Curriculum for Wales framework guidance has been updated. New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. In later years it will focus on working both independently and collaboratively. Practitioners should support and challenge learners effectively to ensure they each make progress. 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. 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. Designing your curriculum 3. The full detail of these requirements can be found here with supporting information provided below. In doing so, they should take into account the diverse needs of individual learners across the breadth of the curriculum. The changes are mainly additions or amendments to existing sections. Learners should be involved in the transition process to provide insight into what motivates them, what their preferences are, how they learn, what barriers there may be to their learning, and what their strengths and areas for development are, as well as to suggest potential next steps. 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). 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. 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. . These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group. 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. *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. It can also be used as a basis for communicating and engaging with parents and carers. The interim report focuses on learning resources. Our customer service team will review your report and will be in touch. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. This is your chance to get to know the new curriculum and make your contribution. Further guidance to support schools has been provided in the Welsh Government document The Journey to 2022.. (LogOut/ We've saved some files called cookies on your device. Livraison gratuite partir de 20 . Although schools have faced a challenging time during the . (LogOut/ 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. It opens an important period for engagement with practitioners, with feedback invited until 19 July. These statements articulate the 'big ideas' which learners explore and develop learning in. Information on any support, interventions or additional needs required for the learners development should also be shared. More From Twinkl . 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. It publishes the expert input, supporting materials, and outputs of these conversations on the. 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.