To ensure quality for our reviews, only customers who have purchased this resource can review it. This understanding should be supported by the on-entry assessment arrangements. 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. Mrs Owen Dosbarth 6 Years 5 & 6 Arloeswyr Innovators Progression steps 2 & 3; RRSA- Rights Respecting Schools Award; . This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. Published: 28/02/2023, 10:00am. The Four Purposes will be at the heart of our new curriculum. Curriculum for Wales 2022 . For further information about transition, please see the next section of this guidance. 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. 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. Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. To be truly effective all those involved with a learners journey need to collaborate and work together. 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? Schools and settings should plan a range of assessment methods and techniques that are fit-for-purpose and support progression across the breadth of the curriculum. on-entry assessment arrangements for funded non-maintained nursery settings. How to use the curriculum planning support document is available as a pdf. They will explore how the aims, content and assessment of qualifications can be designed to support the Curriculum for Wales Framework, including the principles of assessment outlined in this guidance. When making, implementing, reviewing and revising assessment arrangements and classroom practice, those responsible should adopt the principles set out in this guidance and must have regard to its contents to support progression. When undertaken well, this can aid learner progression by helping parents and carers to understand how they can support learning within and outside the school environment creating a bridge between school or setting and home. There has always been a choral tradition in Wales (some choirs having as many as 2,000 to 3,000 voices). New Curriculum for Wales. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. This is your chance to get to know the new curriculum and make your contribution. This incorporates Welsh,English andinternational languages as wellasin literature. 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. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. More From Twinkl . This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. 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. 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). Curriculum for Wales: Statements of What Matters Code Legislation Curriculum for Wales: Statements of What Matters Code Sets out the 27 statements of what matters across the 6 areas of learning and experience. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. At whatever point a learner enters a school or setting, practitioners should ensure they understand where they are in their learning and the progression they have made to date. Curriculum for Wales: Mastering Mathematics for 11-14 Years: Book 3 2022-08-26 Create confident and . 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 new Curriculum for Wales will apply from the age of 3 to 16 and provide for a continuum of learning rather than the separation of schooling into key stages as at present. Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. This understanding can contribute to processes of self-evaluation and continuous improvement. The way children learn in primary schools will be different. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. Averages , 5. The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. The curriculum is underpinned by the school's Christian vision and associated values. By continuing to use this site, you agree to our use of cookies. Request a different format. 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. Progression step 5. 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. 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. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. Unfortunately not the ones with chocolate chips. A review and recommendations on including Welsh history and perspective in school education. Then choose a task for your pupils or ask them to choose between the two. Consideration should also be given to other people who are important for a learner, such as their advocate or social worker. 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. 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. 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. (LogOut/ 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. Progression step 1 Progression step 2 Progression step 3; These recommendations are based on Humanism. These Regulations amend Schedule 17 to the Coronavirus Act 2020 to enable the Welsh Ministers to make a notice to temporarily dis-apply certain curriculum requirements and their associated assessment arrangements. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. Arithmetic . In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. Progression step 2. 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. More information can be found online. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. By continuing to use this site, you agree to our use of cookies. How and why we are changing the curriculum. 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 should be provided alongside the history of any additional challenge or support provided. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. 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. Leaders may wish to consider the questions below in doing this. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. 03rd March 2023. Supporting learner progression assessment guidance. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. 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. types. In line with the new curriculum, the legislation to come into effect in September 2022 set out how arrangements to assess progression must be designed alongside the curriculum, with requirements on schools that include for every learner: ongoing assessment throughout the school year to assess progress; identification of next steps in progress . The New Curriculum for Wales progression steps will be implemented in September 2022. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. Explains what the Curriculum and Assessment (Wales) Act will do. Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by). GOV.WALES uses cookies which are essential for the site to work. 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. It will affect all schools except independent schools. This should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. Four overarching aims guide the entire curriculum. 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. From September 2022 it is statutorily required in primary and nursery education. 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. Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. 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. 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). Professional dialogue between practitioners within and across schools and settings must happen on an ongoing basis. Livraison gratuite partir de 20 .