Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. How to use the curriculum planning support document is available as a pdf. If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. 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. The National Network will be an opportunity for all interested practitioners to get involved in national co-construction to address our shared challenges and opportunities. Statutory online personalised assessments are part of the wider assessment arrangements and are designed to help the practitioner and learner understand how a learners reading and numeracy skills are developing and what the next steps should be. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents 185799104399 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. their next steps and the support or challenge . Assessment has three main roles in the process of enabling learner progression: When planning and delivering learning experiences, practitioners should be clear about the specific role of each assessment being undertaken, and what the understanding gained from assessment will be used for and why. with practitioners in other schools beyond their cluster(s) to help ensure equity across the education system. Consideration should also be given to other people who are important for a learner, such as their advocate or social worker. By continuing to use this site, you agree to our use of cookies. The teacher's role in building careers into the curriculum. A summary of the public's response to recommendations on a new approach to curriculum and assessment. January has been chosen to fit best with curriculum planning cycles in schools and settings. The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. It will affect all schools except independent schools. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. This guidance concerns assessment, which is focused on supporting learner progression. Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. Two Saints offers housing & support services in Berkshire, Hampshire (85%) and on the Isle of Wight. 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. 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. 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. A cookie is used to store your cookie preferences for this website. functionality such as being able to log in to the website will not work if you do this. Ethical, informed citizens who are ready to be citizens of Wales and the world. Our cookies ensure you get the best experience on our website. This incorporates Welsh,English andinternational languages as wellasin literature. 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. 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. The Code sets out the ways in which a curriculum must make provision for all learners. Track - Monitor coverage and progress across the five progression steps to help identify next steps for individual pupils and whole cohorts. NSW Law Society of New South Wales, NSW Young Lawyers - The NSW Young Lawyers Mentoring Program unites newly admitted lawyers seeking guidance and support with more experienced lawyers who are willing to volunteer their time to assist those just starting out in their careers. The first teaching of all year groups from primary school to Year 7 will begin in September 2022 and the new curriculum will roll out year-on-year from this point. The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? Public Health Wales have published a warn and inform letter regarding scarlet fever an invasive streptococcal disease./ Mae Iechyd Cyhoeddus Cymru wedi cyhoeddi llythyr rhybuddio a hysbysu yngln thwymyn y Scarlet yn glefyd streptococol ymledol. 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 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. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. 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. More detailed reviews of our curriculum will take place on a rolling basis over . Welsh Governments response to Audit Wales report on the Curriculum for Wales. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. 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. 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. Governing bodies have a responsibility to support the head teacher and to provide appropriate challenge across the breadth of the schools activities. The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . Schools and settings have flexibility on what specifically they wish to discuss as part of this professional dialogue. According to one summary of the act: [1] Supporting learner progression assessment guidance. The principles of progression can offer schools an organising framework and shared narrative for their communications with parents and carers. 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. This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. 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. 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 can be considered as both longitudinal and cross-sectional. This should be provided alongside the history of any additional challenge or support provided. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. UPDATE: Now each table includes a column on the right for your own tracking information. 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. Progression and the Curriculum for Wales 2022. From 31 January 2023, the Curriculum for Wales framework guidance has been updated. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. 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. Assessment should not be carried out for the purpose of accountability. 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. The interim report focuses on learning resources. It publishes the expert input, supporting materials, and outputs of these conversations on the. While this guidance focuses on supporting learner progression from ages 3 to 16 as an integral part of learning and teaching, assessment for the purposes of awarding external qualifications is different in nature, as these have a greater level of external control and prescription. Learners should be involved in the transition process to provide insight into what motivates them, what their preferences are, how they learn, what barriers there may be to their learning, and what their strengths and areas for development are, as well as to suggest potential next steps. 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. Curriculum for Wales 2022 What Matters What are they? They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. In reality, some discussions between secondary schools and their feeder primary schools may contribute to both developing and maintaining a shared understanding of progression and supporting transition arrangements. As part of the exercise you will be asked for your thoughts on the proposals themselves, how they can be refined, and the support you feel you will need to turn the high level principles into a reality. New Curriculum for Wales. Estyn also have a duty to inspect in accordance with the legislation. 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. , 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. How we are progressing towards all schools becoming learning organisations. The curriculum has been developed based on a report commissioned in 2014. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. When developing these processes, consideration should be given to using a wide variety of different communication means, for example, face-to-face, digital or written. However, when assessing to award external qualifications the approach will build on the principles of Curriculum for Wales. Create confident and capable mathematicians with accessible explanations and. 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. It opens an important period for engagement with practitioners, with feedback invited until 19 July. (LogOut/ on-entry assessment arrangements for funded non-maintained nursery settings. . Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. 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 . A summary of how professional learning is changing to meet the needs of the new curriculum. The focus of discussions regarding progression will naturally evolve over time as schools and settings move through the phases of curriculum design into first teaching and then ongoing review and improvement. Livraison gratuite partir de 20 . 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. Finding your passion. 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. 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. We use In doing so, they should take into account the diverse needs of individual learners across the breadth of the curriculum. What structures and arrangements do you already have within your school or setting? By continuing to use this site, you agree to our use of cookies. 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 . We . 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. School and setting leaders are best placed to develop the most appropriate arrangements to enable practitioners to participate in professional dialogue for the purpose of developing a shared understanding of progression. The Curriculum for Wales will then be . These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. Mrs Owen Dosbarth 6 Years 5 & 6 Arloeswyr Innovators Progression steps 2 & 3; RRSA- Rights Respecting Schools Award; . This should be in an accessible manner which both maximises parents and carers engagement and understanding. 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. The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. between progression steps with skill-checker activities at the start of each topic and review questions after each 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. 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. All assessment activity should challenge and support learners to make progress. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. Auteur: Laszlo Fedor. Focus on how to take the pedagogy of the Foundation Phase into Key Stage 2, and begin to use new terminology for the phases; PS1, PS2, and PS3. 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 proposals make it clear that assessment is an integral part of learning and teaching and should not be conflated with external accountability and national monitoring activities. The guidance document will be published in January 2020. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. Four overarching aims guide the entire curriculum. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. 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. More information can be found online. 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. Our new Welsh Progression Steps Frameworks are now available. 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. Explains what the Curriculum and Assessment (Wales) Act will do. 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. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. (LogOut/ There has been a lot of focus on work experience over recent years, with two of the Gatsby Benchmarks in England directly related (5. 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. AoLE groups are working on this area over the Summer term. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . While Key Stages 2, 3 and 4 will disappear the principles of the Foundation Phase will remain the same but will become a part of one seamless curriculum for children aged 3 to 16 providing more joined up learning. 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. types. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. Presentations and videos about the Curriculum and Areas of Learning and Experience. In later years it will focus on working both independently and collaboratively. Alok Gupta 2022-03-17 1.Matrix, 2. 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. 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. 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. Listening for meaning. 01 March 2023. Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. Identified improvements should then, in turn, be reflected in daily practice. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. Art itself is not static, and its purposes, materials and methods are always evolving.'. Unfortunately not the ones with chocolate chips. Percentage , 3. When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition.
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