The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. Much work has been done to identify key areas for development in light of local & national priorities. Understanding how learners progress is critical to the design of curriculum and assessment arrangements as well as classroom/setting planning and practice. This will give practitioners the ability to come together nationally to discuss progression in Curriculum for Wales. Assessment is key to supporting deep learning and should be used to identify whether a learner needs to consolidate learning, whether further support is needed and/or whether the learner can progress to the next steps in learning. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. I can listen to, understand and use basic concepts in language, e.g. 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. 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 are as follows. It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. on-entry assessment arrangements for funded non-maintained nursery settings. Children will continue to be assessed and this will focus on ensuring that all pupils understand where they are and what they need to do next in order to progress. Assessment should not be carried out for the purpose of accountability. 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. 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. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. It grouped school years between the ages of five and sixteen into four "key stages". Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. Professional dialogue between practitioners within and across schools and settings must happen on an ongoing basis. Our customer service team will review your report and will be in touch. As outlined in Successful Futures: Progression Steps will be described at five points in the learning continuum, relating broadly to expectations at ages 5, 8, 11, 14 and 16. 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 . 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. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. Progression Steps will be at 5, 8, 11, 14 and 16 and take the form of Achievement Outcomes relating broadly to expectations at those ages. A summary of the public's response to recommendations on a new approach to curriculum and assessment. Assessment is intrinsic to curriculum design and its overarching purpose within the curriculum is to support every learner to make progress. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. 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. Leia Curriculum for Wales: Progress in Computing for 11-14 years de George Rouse disponvel na Rakuten Kobo. Supporting learner progression assessment guidance. 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. Progression step 3. In turn, the outcomes of professional dialogue within the school, setting and/or cluster will provide valuable input into discussions at a regional and national level. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. An assessment of how the Curriculum and Assessment (Wales) Bill will impact teaching and learning. position and comparison. 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. 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? 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. This incorporates physical health anddevelopment, mental health and emotionaland social well-being. The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . 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. Ratio and Proportion , 4. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. However, Estyn and Governing Bodies, as well as local authorities and regional consortia, should not use assessment information as a proxy for standards in school, or to rank and compare schools. Details of the statutory requirements for the production of transition plans to support the transition process can be found in the summary of legislation section of the Curriculum for Wales guidance. Progression step 2. 25 . 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. Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. 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. There is a clear link between these discussions and transition arrangements both within and between schools and settings. What practical arrangements might be needed to enable this? According to one summary of the act: [1] Our frameworks cater for pupils working within the Progression Steps and pupils who are working below Progression Step 1. 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 This includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. 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. 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. It will affect all schools except independent schools. As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. 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. The curriculum guidance revisions will be followed by a second set at the end of 2021 to cover: Relationships and Sexuality Education Religion, Values and Ethics Careers and Work-Related Experiences The addition of guidance on enabling pathways A revised 'Legislation' section Additional guidance on the UNCRC and UNCRPD 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 refers to particular elements, in addition to the above, that each school or setting may choose to develop and implement in their own context to support assessment practice. The way children learn in primary schools will be different. The draft arrangements will support professional dialogue between leaders, practitioners, learners, parents, carers and external partners and will include: Final assessment arrangements will be published before September 2023. 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. a revised journey to curriculum roll-out section to reflect the fact that the curriculum is now being implemented, corrections to issues with definitions and hyperlinks, more clarity through minor amends to narrative following feedback, Introduction to Curriculum for Wales guidance, Curriculum for funded non-maintained nursery settings, Curriculum in Wales: Planning and priority guide, Consultations on additional Curriculum for Wales guidance, Education is changing: information for parents, carers and young people, improve our website by collecting and reporting information on how you use it. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. Ethical, informed citizens who are ready to be citizens of Wales and the world. This should be in an accessible manner which both maximises parents and carers engagement and understanding. How to use the curriculum planning support document is available as a pdf. . 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. 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. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. It opens an important period for engagement with practitioners, with feedback invited until 19 July. 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. Our school curriculum has been developed using the principles of co-construction. This style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. 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. Information that flows from assessing learner progress should be used to identify strengths and areas for improvement in both the curriculum and daily practice, including consideration of how the needs of learners as individuals have been met. plenty of opportunity to think like a scientist, but now the curriculum design process is explicit and KS3 - sorry, Progression step 4 - has a vital role in the development of pupils for the . The understanding a practitioner has of each individual learner, gained from assessment, is essential in supporting this process. New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. Principles of progression Mandatory In the Mathematics and Numeracy Area the model of progression is based on the development of five interdependent proficiencies, outlined below. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. By continuing to use this site, you agree to our use of cookies. From September 2022 it is statutorily required in primary and nursery education. 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. This focuses on understanding what it means to make progress in a given area or discipline as learners increase the depth, breadth and sophistication of their knowledge and understanding, skills and capacities, and attributes and dispositions. 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. 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. 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). When implementing their assessment arrangements, their own or those provided by Welsh Ministers, providers of funded non-maintained nursery education (FNNE) will, have to have regard to this guidance. . 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. 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 is a new curriculum in Wales which will be mandatory from September 2022. . Progression and the Curriculum for Wales 2022. This should be informed by a good understanding of child development. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. Arithmetic . This includes planning to support Year 6 learners transition to secondary school. Preparing students for interviews. These statements articulate the 'big ideas' which learners explore and develop learning in. website. There has been a lot of focus on work experience over recent years, with two of the Gatsby Benchmarks in England directly related (5. Tes Global Ltd is 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. 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. 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. 13 Feb 2023. 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. . Encounters with employers and employees . used to prevent cross site request forgery. 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.