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. Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. Curriculum for Wales 2022 What Matters What are they? January has been chosen to fit best with curriculum planning cycles in schools and settings. These could include regular whole staff meetings, departmental meetings and cross-department groups. Following a feedback period which ended in July 2019, the refined version will be available in January 2020, which will be used throughout Wales from 2022. The Code sets out the ways in which a curriculum must make provision for all learners. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. Assessment is intrinsic to curriculum design and its overarching purpose within the curriculum is to support every learner to make progress. The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. Assessment will be part of your childs learning every day. Introduction Draft Curriculum for Wales 2022: Expressive Arts 04 A transformational curriculum The White Paper Our National Mission: A Transformational Curriculum1 set out the detailed legislative proposals for Curriculum for Wales 2022. engage with non-PRU EOTAS providers to which, or from which, they have learners transitioning and/or dual registered learners, inviting them to participate in ongoing professional dialogue. Poster outlining the 4 purposes of education for children and young people. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. Who has developed the assessment proposals? However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. 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. The Curriculum for Wales will then be . Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and 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. We've saved some files called cookies on your device. The learner should be at the centre of the transition process. How could you work together to improve current arrangements and ways of working to support these discussions? Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . This is important to help them: spot any issues or extra support they need. Curriculum for Wales: Mastering Mathematics for 11-14 Years: Book 3 2022-08-26 Create confident and . The new curriculum is a continuum of learning for children from 3 to 16 years of age. This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. To reflect the importance of these discussions between practitioners, the leaders of all schools and settings in Wales are required to put arrangements in place to enable them to participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression. The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. There will be opportunities for practitioners to engage in discussions on progression as part of: The learning gained from such discussions at a regional and national level should feed back into processes at a local level. The curriculum sets out "what matters" and "progression steps" for each learning area. Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. Tes Global Ltd is Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. Ensuring the well-being of all learners should be an important and integral part of the process, recognising the needs of individuals, while also supporting both continuity and progression in their learning. The group will review learning resources and professional training in relation to the teaching of Black, Asian and Minority Ethnic (BAME) history, Welsh history and cynefin. What relationships do you already have that could support professional dialogue about progression between schools and settings? 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. Non-essential cookies are also used to tailor and improve services. 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. HWB.GOV.WALES uses cookies which are essential for the site to work. 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. Each school and settings curriculum must be designed to reflect the progression outlined in the principles of progression and drawing on the What Matters statements. 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. How to use the curriculum planning support document is available as a pdf. The information provided should not contain descriptions of the topics and learning activities the learner has undertaken, unless this is to provide context, but should focus on the progression itself and the individual needs and support of the learner. 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. 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. 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. 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. 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. These statements articulate the 'big ideas' which learners explore and develop learning in. According to one summary of the act: [1] The Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. 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? Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. 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. The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. Local authorities and regional consortia have an important role in ensuring that all practitioners have an opportunity to participate in meaningful professional dialogue for the purposes of developing a shared understanding of progression. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. When are students first introduced to key topics? The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. 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. For ease, links to the relevant sections of this guidance will be provided in the Welsh Ministers assessment arrangements guidance for funded non-maintained nursery settings. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. The interim report focuses on learning resources. The Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. The curriculum guidance revisions will be followed by a second set at the end of 2021 to cover: Relationships and Sexuality Education Religion, Values and Ethics Careers and Work-Related Experiences The addition of guidance on enabling pathways A revised 'Legislation' section Additional guidance on the UNCRC and UNCRPD This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. Progression Steps and Achievement Outcomes . This understanding should be supported by the on-entry assessment arrangements. The independent Audit Wales report on the Curriculum for Wales published on 26 May recognised the integrated nature of the wider education reform agenda: the fundamental importance of professional learning and pedagogy, the work on school improvement, self-evaluation and accountability, the reform of qualifications, and the important role of Encounters with employers and employees . 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. 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. . The teacher's role in building careers into the curriculum. 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. 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. Our school curriculum has been developed using the principles of co-construction. Matomo cookies Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. Estyn also have a duty to inspect in accordance with the legislation. 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. 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. Ratings & Reviews. 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. Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. Key facts showing the percentage of learners and staff from BAME backgrounds. Cookies are used to help distinguish between humans and bots on contact forms on this 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. How each individual learner's progression will be supported as they . What practical support might you need in doing this? 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. The other steps are: The proposal is that funded non-maintained settings and schools will be required to provide a Dialogue informed by the information that flows from assessing learner progress can help build a shared understanding of progression within and across schools to ensure progress is being made at an appropriate pace and learning and teaching is providing appropriate challenge and support for all learners. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. It publishes the expert input, supporting materials, and outputs of these conversations on the. Learning will include skills and experiences, as well as knowledge. . 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.
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