The Institute of British Sign Language (iBSL) surrenders CCEA Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. DOWNLOAD ALL Identifying key chemistry skills The chemistry skills template (progression step 4) offers a template and example, summarising the skills developed during progression step 4, as outlined in the curriculum planning support document. 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. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. with practitioners in other schools beyond their cluster(s) to help ensure equity across the education system. How could you work together to improve current arrangements and ways of working to support these discussions? This should be in an accessible manner which both maximises parents and carers engagement and understanding. 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. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by). 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. Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, . There is a new curriculum in Wales which will be mandatory from September 2022. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. Our Preparation for the Curriculum for Wales 2022. What practical arrangements might be needed to enable this? 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. Curriculum for Wales Blog | A curriculum for life The Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. Assessment and the new curriculum | Curriculum for Wales Blog in special schools, with practitioners from other special schools. 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. 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. 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. . These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. used to prevent cross site request forgery. Ofsted research review | PACEY Progression Step 1 Nursery to Reception. A summary of the public's response to recommendations on a new approach to curriculum and assessment. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have UPDATED Curriculum for Wales 2022 Progression Steps 1-3 (All AoLEs) healthy, confident individuals, ready to lead fulfilling lives as valued members of society. 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. Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. GOV.WALES uses cookies which are essential for the site to work. Mathematics Progression Points Year 3 (PDF) - uniport.edu Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. Learners progression should be assessed in relation to the breadth of the school or settings curriculum, which is designed to reflect the principles of progression, and informed by the descriptions of learning. 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 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. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. How an understanding of child development is applied to support progression for all learners. Assessment Software for Curriculum for Wales 2022 - B Squared It will be the schools responsibility, however, to approach the setting to put these arrangements in place. It should contribute to developing a holistic picture of the learner their strengths, the ways in which they learn, and their areas for development, in order to inform next steps in learning and teaching. Ga naar zoeken Ga naar hoofdinhoud. Chemistry in Curriculum for Wales - planning support The full detail of these requirements can be found here with supporting information provided below. 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. The teacher's role in building careers into the curriculum. The statutory requirements for sharing information with parents and carers can be found in the summary of legislation section of the Curriculum for Wales guidance. Our next step as a department is to consider progression within maths by looking at how students' understanding of key concepts develops over time. 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. This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. 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. 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 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. The framework for evaluation, improvement and accountability aims to drive behaviours which positively support and enable our vision for curriculum and assessment, giving practitioners and school leaders the confidence to learn and improve their practice continually to best support learner progression. Request a different format. This article provides an overview of education in Wales from early childhood to university and adult skills.Largely state funded and free-at-the-point-of-use at a primary and secondary level, education is compulsory for children in Wales aged five to sixteen years old. Curriculum for Wales September 2022 | Pentrebane Primary School This role should be supportive, building upon the practices already established at school or setting and cluster level, and should not be about external accountability. Our customer service team will review your report and will be in touch. 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. The Draft Curriculum for Wales 2022 Personal statements will not be changing for 2024 entry. Mathematics and Numeracy: Principles of progression - Hwb The Four Purposes will be at the heart of our new curriculum. By continuing to use this site, you agree to our use of cookies. Create . 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. Supporting materials on curriculum design, progression and assessment can be found on Hwb. This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. 01 March 2023. Schools can use our assessment frameworks to help prepared for the new Curriculum for Wales 2022. Non-essential cookies are also used to tailor and improve services. Governing bodies have a responsibility to support the head teacher and to provide appropriate challenge across the breadth of the schools activities. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. They are not a series of criteria to be directly assessed against, nor can they be assessed by discrete assessment tasks, independent of learning and teaching activities. 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. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. Change). Progression Steps and how they complement each other. Practitioners should support and challenge learners effectively to ensure they each make progress. The curriculum has been made in Wales but shaped . They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. Schools and settings have flexibility on what specifically they wish to discuss as part of this professional dialogue. NEWS: Increase in Scarlet Fever in Wales / Cynnydd yn nifer yr achosion 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. . 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. An assessment of how the Curriculum and Assessment (Wales) Bill will impact teaching and learning. 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. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. Assessment proposals will be part of the draft Curriculum for Wales 2022, to be published on 30 April 2019. Curriculum for Wales (2022-present) - Wikipedia 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. 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 review and recommendations on including Welsh history and perspective in school education. 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. between progression steps with skill-checker activities at the start of each topic and review questions after each Brain Awareness Week Infographic (teacher made) - Twinkl How we are progressing towards all schools becoming learning organisations. In later years it will focus on working both independently and collaboratively. 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 change includes a move to online Personalised Assessments from National Tests. 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. Preparing students for interviews. 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. To be truly effective all those involved with a learners journey need to collaborate and work together. The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. 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. Listening for meaning. been dismissed. 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. 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. Progression and the Curriculum for Wales 2022. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. The group, drawing on advice from experts, has developed high-level principles to provide broad direction for assessment at a national level. Matomo cookies If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. It can also be used as a basis for communicating and engaging with parents and carers. There are a number of fundamental matters that schools and settings should consider when making assessment arrangements to support their curriculum and providing learning experiences in the classroom. Auteur: Laszlo Fedor. This incorporates physical health anddevelopment, mental health and emotionaland social well-being. Brain Awareness Week is a global campaign held every March. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. about a learners overall progression at a set age or point in time. According to one summary of the act: [1] There are 5 Progression Steps covering typical development from 3 years to 16 years. 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. For further information about transition, please see the next section of this guidance. International Women's Day in Wales Powerpoint (Teacher-Made) The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. 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. The Probability Practice Worksheets provide well crafted content that lifts the weight off the teacher's shoulders and instead puts the focus on the pupil getting great . An overview of the 2023 Ofsted science report | Cornerstones Education A school or setting must put in place a plan which: School/setting leaders may wish to consider including information such as the following in their plan. For learners aged 14 to 16, the principles of assessment and statutory requirements outlined in this guidance will continue to apply to day-to-day learning and teaching as part of a school or settings curriculum. 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. What structures and arrangements do you already have within your school or setting? 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). 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. Progression step 1 Progression step 2 Progression step 3; These recommendations are based on Humanism. 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. Therefore, supporting learner progression is a requirement for all maintained schools and settings. 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. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. The Curriculum for Wales Framework is being developed for settings and schools in Wales. Some cookies are necessary in order to make this website function correctly. 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. In the early years this will incorporateplay (problem solving,exploringideas, establishing connections and collaborating). Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. Includes strategy, reports, projects and assessments. 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. You can change your cookie settings at any time. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals.