Conditions. Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. Request a different format. 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. An indication of how these discussions can support learner transition from year to year within a school/setting as well as between schools and settings), Identification of how internal discussions will inform wider discussions with other schools/settings as appropriate and vice versa, To discuss their understanding and experience of developing progression, schools and settings can use the. Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. Confidently deliver Computing for the new Curriculum for Wales and develop students' ICT skills with the interactive, ac. A vision statement developed by the group. RSE pilot final report containing learning, reflections and suggestions for schools and settings. (LogOut/ Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. As they make progress along the continuum with increasing independence, learners should be supported and encouraged to: Parents, carers and external partners have an important role to play and schools and settings should engage with them so that they can support learner progression in an appropriate way. (LogOut/ 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. Matomo cookies This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. about a learners overall progression at a set age or point in time. When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. Schools and settings have flexibility on what specifically they wish to discuss as part of this professional dialogue. Identified improvements should then, in turn, be reflected in daily practice. Effective engagement with parents and career can also provide assurances to parents in respect of their learners progress, the realisation of the curriculum and the support being offered to learners. Staff know their pupils well. AoLE groups are working on this area over the Summer term. 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. Progression step 1 Progression step 2 Progression step 3; These recommendations are based on Humanism. Who has developed the assessment proposals? 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. Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. Helping students think about money while choosing a university . How each individual learner's progression will be supported as they . The information provided should not contain descriptions of the topics and learning activities the learner has undertaken, unless this is to provide context, but should focus on the progression itself and the individual needs and support of the learner. 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. 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. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by). The new achievement outcomes for each progression step will not be used to make best fit judgements. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. These can be considered as both longitudinal and cross-sectional. How to use the curriculum planning support document is available as a pdf. 01 March 2023. This is key to enabling them to work towards realising the four purposes, as they progress through their school or settings and into different pathways beyond school. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. This should be in an accessible manner which both maximises parents and carers engagement and understanding. In the early years this will incorporateplay (problem solving,exploringideas, establishing connections and collaborating). to improve the website performance by capturing information such as browser and device Healthy, confident individuals who . profitez du shopping sans soucis. Some of these may be specific to individual areas of learning and experience (Areas), some may apply across more than one Area and others may be specific to learners with additional needs. 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. 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. 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. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. The curriculum has been reformed at a national level in order to raise standards, reduce the attainment gap between students and equip young people with the skills they need to live in todays ever-changing society. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. 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. with practitioners in other schools beyond their cluster(s) to help ensure equity across the education system. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. These are set Schools can use our assessment frameworks to help prepared for the new Curriculum for Wales 2022. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. Word documents with the Descriptions of Learning for Progression Steps 1, 2 and 3 for all Areas of Learning in the new Curriculum for Wales 2022. 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). A clear, holistic picture of the learners progression across the school curriculum should be provided to support their continuing journey along the continuum of learning. This understanding should be supported by the on-entry assessment arrangements. This is your chance to get to know the new curriculum and make your contribution. Non-essential cookies are also used to tailor and improve services. In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. 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. Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. 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. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. 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. The data from this cookie is anonymised. It can also be used as a basis for communicating and engaging with parents and carers. The Curriculum for Wales will then be . Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. When designing their curriculum, schools and settings should consider what information that flows from assessing learner progress needs to be gathered and recorded in order to illustrate and record progress in learning, along with when this should take place and in what level of detail. This should include both immediate next steps and longer-term objectives and goals that the learner should work towards to help keep them moving forward in their learning. It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. We've saved some files called cookies on your device. Our customer service team will review your report and will be in touch. 2 Mar 2023. 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. The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. Percentage , 3. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. Explore the pedagogy required to prepare for and implement the new curriculum and compare this to current practice. Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. 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. The Statements of What Matters in learning are the basis of progression. registered in England (Company No 02017289) with its registered office at Building 3, 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. Progression step 2. Our Preparation for the Curriculum for Wales 2022. 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. These are only suggestions to support the planning process: This professional dialogue should inform self-evaluation, by supporting an understanding of where schools may want to improve their curriculum. Practitioners should provide opportunities for learners to undertake peer assessment and self-assessment, supporting them to develop these skills in a way which is appropriate to the developmental stage of each learner. Progress and next steps will be . They are key to school level curriculum design and development. What structures and arrangements do you already have within your school or setting? Curriculum for Wales: Statements of What Matters Code Legislation Curriculum for Wales: Statements of What Matters Code Sets out the 27 statements of what matters across the 6 areas of learning and experience. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. . They also have a role in establishing processes which support the engagement and involvement of EOTAS settings with primary and secondary schools or PRUs with whom they have relationships due to the movement of learners between them. Explore all your options and start planning your next steps. Report this resourceto let us know if it violates our terms and conditions. It will affect all schools except independent schools. 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. Something went wrong, please try again later. , by supporting an understanding of where schools may want to, draft guidance on assessment arrangements, evaluation, improvement and accountability, Support Transition from Primary to Secondary schools, referenced within the Summary of Legislation, Personalised Assessments: Administration Handbook, Supporting materials on curriculum design, progression and assessment can be found on Hwb, Assessment arrangements for funded non-maintained nursery settings, National Network for Curriculum Implementation, guidance on the production of Transition Plans, supporting materials on transition in practice, improve our website by collecting and reporting information on how you use it, developing a shared understanding of progression, communicating and engaging with parents and carers, the head teacher and the governing body of a maintained school or a maintained nursery school, the teacher in charge and a management committee for a PRU, a person who provides non-PRU EOTAS under section 19A of the Education Act 1996, supporting individual learners on an ongoing, day-to-day basis, identifying, capturing and reflecting on individual learner progress over time. 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. It takes the form of a series of six workshops, with support materials, designed to be used by groups of practitioners who will work as a community of enquiry to develop their understanding of progression across the curriculum and, thus, build their capacity in their own context to plan and use assessment approaches which support learning progression. . 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. 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. The Curriculum for Wales Guidance has been updated. The new curriculum for Wales has removed levels, replacing them with Progression Steps. 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. Estyn also have a duty to inspect in accordance with the legislation. 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. Supporting materials on curriculum design, progression and assessment can be found on Hwb. Practical support for curriculum development, quality assurance and self-evaluation, Introduces the four purposes, what's new, why it's changing and who the curriculum guidance is for, Explains the legal status of the curriculum guidance, the proposed legal duties on schools and what these mean in practice, General guidance for designing your curriculum across all areas of learning and experience, Guidance and information for designing assessment arrangements within a school curriculum, The purpose of this guidance is to support schools with a common set of expectations, priorities and supporting information for curriculum design, Our preparations for rolling out the Curriculum for Wales. These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. 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. Learning will include skills and experiences, as well as knowledge. 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. VENDRE! There are 5 Progression Steps covering typical development from 3 years to 16 years. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. By continuing to use this site, you agree to our use of cookies. . The curriculum has been developed based on a report commissioned in 2014. This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. 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. 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. 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. How could these evolve, be adapted or be improved to enable practitioners to come together to discuss progression? Tell the story of Wales over the last 1000 years, as you discover how Welsh history, cynefin , culture and language are connected, from the past to the present. 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. Sets out the 27 statements of what matters across the 6 areas of learning and experience. Progression Steps will take the form of a range of Achievement . This understanding can contribute to processes of self-evaluation and continuous improvement. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Discover. Curriculum for Wales 2022 What Matters What are they? For a definition of school cluster group(s), please see the. 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. The curriculum sets out "what matters" and "progression steps" for each learning area. 03rd March 2023. 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. 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. What practical arrangements might be needed to enable this? As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year (Poche) - EUR 37,58. 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. 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. 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. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. types. Evaluation, improvement and accountability arrangements within the education system are separate to assessment arrangements but historically have been seen to influence how assessment is perceived and how it is undertaken. Assessment proposals will be part of the draft Curriculum for Wales 2022, to be published on 30 April 2019. An assessment of how the Curriculum and Assessment (Wales) Bill will impact teaching and learning. Since the publication of the Curriculum for Wales 2022 the teaching profession across Wales has had the opportunity to reflect on its current practice and consider how this might change when delivering a purpose-led curriculum. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. used to prevent cross site request forgery. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? *Formative assessment is mainly undertaken with learners during the learning process to explore how they are progressing and to identify achievements, as well as to identify areas where their learning may need to develop further. There is a clear link between these discussions and transition arrangements both within and between schools and settings. Ethical, informed citizens who are ready to be citizens of Wales and the world. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. 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). Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. 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.