Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. They will also have an important role in helping to identify and share good practice. Progression step 3. Head teachers and governing bodies of secondary schools and their feeder primary schools must work together to plan to support learner progression, with a focus on effective communication between practitioners, learners and their parents and carers. 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. This guidance should be used as a basis for professional discussions and learning within and between schools and settings, to support self-improvement and to bring consistency across schools and settings. These could include regular whole staff meetings, departmental meetings and cross-department groups. 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. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. Track - Monitor coverage and progress across the five progression steps to help identify next steps for individual pupils and whole cohorts. Therefore, supporting learner progression is a requirement for all maintained schools and settings. profitez du shopping sans soucis. 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. 13 Feb 2023. 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. 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. 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. There is a new curriculum in Wales which will be mandatory from September 2022. Percentage , 3. how their expectations for progression compare to those of other schools and settings, to ensure coherence and equity across the education system and a sufficient pace and challenge in their approach to progression in their curriculum and assessment arrangements. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. 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. All assessment activity should challenge and support learners to make progress. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. Although schools have faced a challenging time during the . The statutory requirements for schools, EOTAS including PRUs, and FNNE in respect of assessment arrangements can be found in the summary of legislation section of the Curriculum for Wales guidance. 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? This should be achieved by embedding assessment into day-to-day practice in a way that engages the learner and makes it indistinguishable from learning. By continuing to use this site, you agree to our use of cookies. This website and its content is subject to our Terms and You can change your cookie settings at any time. There are 5 Progression Steps covering typical development from 3 years to 16 years. Theyll work with their teachers to understand how well theyre doing. 2 Mar 2023. Explore the pedagogy required to prepare for and implement the new curriculum and compare this to current practice. 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. The new curriculum for Wales has removed levels, replacing them with Progression Steps. 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. Confidently deliver Computing for the new Curriculum for Wales and develop students' ICT skills with the interactive, ac. Finding your passion. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. 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. 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. To be truly effective all those involved with a learners journey need to collaborate and work together. 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 New Curriculum for Wales progression steps will be implemented in September 2022. 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. Schools can use our assessment frameworks to help prepared for the new Curriculum for Wales 2022. between progression steps with skill-checker activities at the start of each topic and review questions after each 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. Then choose a task for your pupils or ask them to choose between the two. Assessment planning and practice, built into the curriculum and classroom practice, should recognise this and allow for a variety of diversions, stops and variations in pace in a learners journey. 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. 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. The learner should be at the centre of the transition process. The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? A review and recommendations on including Welsh history and perspective in school education. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. Reflecting on a learners progress over time will enable practitioners to provide feedback and help plan their future learning, including any interventions, additional support or challenge that may be required. Assessment should not be carried out for the purpose of accountability. Designing your curriculum 3. 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. by default and whilst you can block or delete them by changing your browser settings, some Around this time, sisters Gwendoline and Margaret Davies - granddaughters of Welsh industrialist David Davies and owners of Gregynog, a country estate in the county of . 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. Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. 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 priorities for discussions across an academic term/school year, ensuring that progression across the full breadth of the curriculum is covered appropriately on an ongoing basis. January has been chosen to fit best with curriculum planning cycles in schools and settings. Personal statements will not be changing for 2024 entry. Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group. Practitioners developing a shared understanding of progression at a school, setting or cluster level helps ensure learners experiences are joined-up, authentic and relevant, and also helps identify how to sequence learning effectively. Alok Gupta 2022-03-17 1.Matrix, 2. Brain Awareness Week is a global campaign held every March. There is a clear link between these discussions and transition arrangements both within and 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. This understanding should be supported by the on-entry assessment arrangements. Published: 28/02/2023, 10:00am. Curriculum for Wales 2022 What Matters What are they? iBSL informed CCEA Regulation in January 2023 of its intention to surrender recognition in respect of all of . registered in England (Company No 02017289) with its registered office at Building 3, Arithmetic . What practical support might you need in doing this? Progression Step 1 Nursery to Reception. Staff know their pupils well. These are as follows. 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. Who has developed the assessment proposals? All maintained schools and settings using the new curriculum and assessment arrangements, ambitious, capable learners ready to learn throughout their lives, enterprising, creative contributors, ready to play a full part in life and work, ethical, informed citizens of Wales and the world. To ensure quality for our reviews, only customers who have purchased this resource can review it. An assessment of how the Curriculum and Assessment (Wales) Bill will impact teaching and learning. 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. Table within Progression step 1 through 5, Column 1 refers to progression step 1 and carries on respectively. We want a curriculum that meets every individual learner's needs: that feels relevant to the pupil who's hard to engage, and so fosters that connection and awakens that interest, that recognises their progression and the knowledge, skills and experiences they need. A cookie is used to store your cookie preferences for this website. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. Ratings & Reviews. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. The new achievement outcomes for each progression step will not be used to make best fit judgements. The proposal is that funded non-maintained settings and schools will be required to provide a New Curriculum for Wales. 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. You can change your cookie settings at any time. What relationships do you already have that could support professional dialogue about progression between schools and settings? Progression Steps and how they complement each other. Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. 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. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. How could these evolve, be adapted or be improved to enable practitioners to come together to discuss progression? 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. From September 2022 it is statutorily required in primary and nursery education. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. 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. As they do so, they will make links across their learning and apply this in new and challenging contexts. 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. This focus does not relate to external reporting, but contributes to a school or settings understanding of what it needs to know and reflect on about its learners in order for them all to maximise their potential, as well as its identification of specific challenges and support that particular groups or individual learners might need. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. The aim is to help practitioners gain a clear picture of a learners achievements, plan appropriately, identify and seek additional support if needed, and report back to parents. The Statements of What Matters in learning are the basis of progression. 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. Observational assessment should be used and practitioners should look for evidence of embedded learning to assess what a learner can do consistently and independently in a range of learning experiences. Sets out the 27 statements of what matters across the 6 areas of learning and experience. 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). Livraison gratuite partir de 20 . Information on any support, interventions or additional needs required for the learners development should also be shared. This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. . The Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. engage with the providers of funded non-maintained nursery education whereby learners transition from a setting to their school, inviting them to participate in ongoing professional dialogue, engage with PRUs to which, or from which, they have learners transitioning and/or dual registered learners, inviting them to participate in ongoing professional dialogue. This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. Leia Curriculum for Wales: Progress in Computing for 11-14 years de George Rouse disponvel na Rakuten Kobo. 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. Developing and maintaining a shared understanding of progression means that practitioners, collectively within their school or setting and with other schools and settings together explore, discuss and understand: A shared understanding of progression therefore is integral to curriculum design and improving learning and teaching and is essential to support every learner to progress. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. The Curriculum for Wales Framework is being developed for settings and schools in Wales. Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. about a learners overall progression at a set age or point in time. 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. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Curriculum for Wales: Progression Code PDF 603 KB This file may not be accessible. The group, drawing on advice from experts, has developed high-level principles to provide broad direction for assessment at a national level. 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. An Assessment Working Group has been central to developing the new proposals. Professional dialogue between practitioners within and across schools and settings must happen on an ongoing basis. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents 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. Curriculum for Wales 2022 Following a comprehensive curriculum review, the Welsh Government has developed an exciting new curriculum that aims to create a successful and exciting future for all the children and young people of Wales. This is a move away from the current system where judgements are made on the overall attainment of a learner in a subject at a specific age through the allocation of a level on a best fit basis. Ga naar zoeken Ga naar hoofdinhoud. These statements articulate the 'big ideas' which learners explore and develop learning in. From September 2022 it is statutorily required in primary and nursery education. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. 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. Four overarching aims guide the entire curriculum. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. 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. The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. functionality such as being able to log in to the website will not work if you do this. Progression step 1 Progression step 2 Progression step 3; These recommendations are based on Humanism. These are set St Pauls Place, Norfolk Street, Sheffield, S1 2JE. Estyn also have a duty to inspect in accordance with the legislation. 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. 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. The Curriculum for Wales will then be . Consideration should also be given to other people who are important for a learner, such as their advocate or social worker. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. The curriculum has been developed based on a report commissioned in 2014. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. Governing bodies have a responsibility to support the head teacher and to provide appropriate challenge across the breadth of the schools activities. guidance to support settings in developing a shared understanding of progression, guidance to support the on-going assessment of progression for learners in funded non-maintained nursery settings. The proposals, further evolved following feedback, will form the basis of statutory guidance which schools will have to have regard to when developing andundertaking assessment in the new curriculum. Identified improvements should then, in turn, be reflected in daily practice. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. The data from this cookie is anonymised. 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. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Mathematics and Numeracy. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. Families engage enthusiastically with this considered approach to homework. HWB.GOV.WALES uses cookies which are essential for the site to work. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment.