between progression steps with skill-checker activities at the start of each topic and review questions after each 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). 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. Progression step 4. Assessment should not be used to make a one-off judgement on the overall achievement of a learner at a set age or point in time against descriptors or criteria on a best-fit basis. Change), You are commenting using your Twitter account. 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. This incorporates physical health anddevelopment, mental health and emotionaland social well-being. 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. GOV.WALES uses cookies which are essential for the site to work. 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? 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. In addition, there is a Literacy and Numeracy Framework and a Digital Competency Framework which will embed literacy, numeracy and digital skills throughout all curriculum areas. 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. The Curriculum for Wales will then be . It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. Identified improvements should then, in turn, be reflected in daily practice. For settings who have chosen to design and adopt their own curriculum the Enabling Learning guidance should be used as a starting point for discussions. 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. 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 includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. It publishes the expert input, supporting materials, and outputs of these conversations on the. Practitioners should provide opportunities for learners to undertake peer assessment and self-assessment, supporting them to develop these skills in a way which is appropriate to the developmental stage of each learner. . When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. A cookie is used to store your cookie preferences for this website. More From Twinkl . It is for schools and settings to decide the nature of the arrangements they wish to put in place, ensuring that they are appropriate to their context. This website and its content is subject to our Terms and Change). 2 Mar 2023. We've saved some files called cookies on your device. These assessment arrangements must continue to focus on understanding and supporting the progress made by these learners across the full breadth of the curriculum, and not just those aspects they are taking qualifications in. 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. 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. registered in England (Company No 02017289) with its registered office at Building 3, This guidance concerns assessment, which is focused on supporting learner progression. 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. types. They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. This should be informed by a good understanding of child development. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. This understanding should be supported by the on-entry assessment arrangements. Designing your curriculum 3. Sets out the 27 statements of what matters across the 6 areas of learning and experience. How to use the curriculum planning support document is available as a pdf. This understanding can contribute to processes of self-evaluation and continuous improvement. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). An outline of how the outcomes of these discussions will be captured to inform a school/settings self-evaluation processes and how their subsequent improvement priorities in turn help identify the areas for consideration during these conversations. Progression step 3. The national approach to professional learning (NAPL), Curriculum and Assessment (Wales) Bill: Overview, Teaching about the multiethnic nature of Wales: teachers prompt sheet, Preparing learners for a new Curriculum: guidance for governors, Successful futures: report on responses to the great debate, Cwricwlwm Cymreig review group: final report, Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group: interim report, Relationships and sexuality education (RSE) pilot in schools: final report, The Curriculum Requirements (Amendment of paragraph 7(5) of Schedule 17 to the Coronavirus Act 2020) (Wales) Regulations 2020, Scoping study for the evaluation of the curriculum and assessment reforms in Wales: government response, Notice to disapply curriculum requirements, Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group: final report, The Curriculum and Assessment (Wales) Bill: impact assessments, Mandatory status of English in the Curriculum and Assessment (Wales) Bill: summary of responses, The Curriculum and Assessment (Wales) Act: explanatory memorandum, Curriculum for Wales: Statements of What Matters Code, Modification of Curriculum Requirements in Wales Notice 2021, Curriculum for Wales: Relationships and Sexuality Education (RSE) Code, Black, Asian and Minority Ethnic Communities (BAME), Contributions and Cynefin in the New Curriculum Working Group, Audit Wales report on the new Curriculum for Wales: government response, Teaching about the multiethnic nature of Wales: vision statement, Annual report on implementation of the recommendations from the Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group report, Direction relating to developing and maintaining a shared understanding of progression. Some cookies are necessary in order to make this website function correctly. This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. Unfortunately not the ones with chocolate chips. The other steps are: 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. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. An Assessment Working Group has been central to developing the new proposals. 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. These include the key principles and purpose of assessment as outlined in this guidance along with other statutory guidance published alongside subordinate legislation such as the guidance to Support Transition from Primary to Secondary schools. For further information about transition, please see the next section of this guidance. been dismissed. 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. They will be the starting point for all decisions on the content and experiences developed as part of the curriculum to support our children and young people to be: The curriculum will be organised into 6 Areas of Learning and Experience: This area incorporates art, dance, drama, film and digitalmedia and music. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. 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. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. 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. Cookies are used to help distinguish between humans and bots on contact forms on this to improve the website performance by capturing information such as browser and device What structures and arrangements do you already have within your school or setting? How might the outcomes of discussions within and between schools and settings feed into the school or settings curriculum and assessment design and self-evaluation processes. Practitioners understanding the progress they want learners to make throughout their education, and how to put this into practice in a coherent way across their school and cluster, is vital to ensure: Ongoing professional dialogue within and across schools and settings is central to building and maintaining this shared understanding of progression. 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. Ga naar zoeken Ga naar hoofdinhoud. Curriculum for Wales Curriculum for Wales Changes to the Curriculum for Wales guidance Supporting materials for curriculum, assessment and evaluating learner progress Practical support for curriculum development, quality assurance and self-evaluation Learn more Getting started Introduction to Curriculum for Wales guidance Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. The curriculum has been made in Wales but shaped . 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. The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. These are as follows. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. Poster outlining the 4 purposes of education for children and young people. 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 Explains what the Curriculum and Assessment (Wales) Act will do. 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. 25 . 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. AoLE groups are working on this area over the Summer term. The Code sets out the ways in which a curriculum must make provision for all learners. From September 2022 it is statutorily required in primary and nursery education. Art itself is not static, and its purposes, materials and methods are always evolving.'. Key facts showing the percentage of learners and staff from BAME backgrounds. 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. . In doing so, they should take into account the diverse needs of individual learners across the breadth of the curriculum. Schools and settings should develop and implement processes to support effective two-way communication and engagement with parents and carers. Report this resourceto let us know if it violates our terms and conditions. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. 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. A review and recommendations on including Welsh history and perspective in school education. I can listen to, understand and use basic concepts in language, e.g. The proposal is that funded non-maintained settings and schools will be required to provide a Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. In doing so, they should build on structures and relationships that are already in place. Although schools have faced a challenging time during the . Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. Consideration should also be given to other people who are important for a learner, such as their advocate or social worker. Table within Progression step 1 through 5, Column 1 refers to progression step 1 and carries on respectively. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. 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. This style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. Curriculum for Wales 2022 What Matters What are they? 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.