The new curriculum is a continuum of learning for children from 3 to 16 years of age. Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. The Head Teacher Reporting Regulations are being phased out in accordance with the roll out of the new curriculum and the detail will then be set out in the Schedule to the Provision of Information by Head Teachers to Parents and Adult Pupils (Wales) Regulations 2022. Schools and settings have flexibility on what specifically they wish to discuss as part of this professional dialogue. St Pauls Place, Norfolk Street, Sheffield, S1 2JE. 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 guidance document will be published in January 2020. Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. 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. 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. Curriculum for Wales: Mastering Mathematics for 11-14 Years: Book 3 2022-08-26 Create confident and . 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. 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. 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. Brain Awareness Week is a global campaign held every March. 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. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. What structures and arrangements do you already have within your school or setting? Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. website. 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. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. 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. functionality such as being able to log in to the website will not work if you do this. 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. HWB.GOV.WALES uses cookies which are essential for the site to work. It will affect all schools except independent schools. Unfortunately not the ones with chocolate chips. UPDATE: Now each table includes a column on the right for your own tracking information. The needs and progression of our learners and is central to our curriculum. 185799104399 Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Mathematics and Numeracy. Schools and settings should encourage and enable parents and carers to: Schools and settings should engage external partners to: The principles of progression and the descriptions of learning, articulated in the Curriculum for Wales guidance, are intended to guide curriculum design and learning and teaching, with assessment arrangements and classroom practice being an integral part of both. 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. September 2022:All maintained schools and settings using the new curriculum and assessment arrangements. 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. For a definition of school cluster group(s), please see the. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. engage with the providers of funded non-maintained nursery education whereby learners transition from a setting to their school, inviting them to participate in ongoing professional dialogue, engage with PRUs to which, or from which, they have learners transitioning and/or dual registered learners, inviting them to participate in ongoing professional dialogue. 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. Explains what the Curriculum and Assessment (Wales) Act will do. Progression Step 1 Nursery to Reception. 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. 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 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. Four overarching aims guide the entire curriculum. This incorporates geography, history, religion, values andethics, business studies and social sciences. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. 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. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. Further guidance to support schools has been provided in the Welsh Government document The Journey to 2022.. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. 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. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. The new Curriculum for Wales will be organised in 6 Areas of Learning and Experience (AoLE) (replacing the current 13 National Curriculum subjects), underpinned by the Cross Curricular Responsibilities of Literacy, Numeracy, Digital Competence and the Wider Skills. 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've saved some files called cookies on your device. Theyll work with their teachers to understand how well theyre doing. This website and its content is subject to our Terms and 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. The aim is to help practitioners gain a clear picture of a learners achievements, plan appropriately, identify and seek additional support if needed, and report back to parents. 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? Healthy, confident individuals who . Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. 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. The descriptions of learning provide further guidance for schools and settings in relation to the pace of progression across the 3-16 continuum of learning. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. We also recommend that PRUs build on any existing structures that may already be in place with schools, PRUs or other EOTAS to engage in discussions regarding progression. . Estyn also have a duty to inspect in accordance with the legislation. The Code sets out the ways in which a curriculum must make provision for all learners. Ethical, informed citizens who are ready to be citizens of Wales and the world. In doing this, they have ensured flexibility for funded non-maintained settings and schools to plan assessment appropriately to support their curricula at a local level. This understanding should be used by the practitioner, in discussion with the learner, to ascertain the next steps required to move learning forward, including any additional challenge and support required. As they make progress along the continuum with increasing independence, learners should be supported and encouraged to: Parents, carers and external partners have an important role to play and schools and settings should engage with them so that they can support learner progression in an appropriate way. Cookies are used to help distinguish between humans and bots on contact forms on this Non-essential cookies are also used to tailor and improve services. 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. Art itself is not static, and its purposes, materials and methods are always evolving.'. Encounters with employers and employees . Ga naar zoeken Ga naar hoofdinhoud. Explore the pedagogy required to prepare for and implement the new curriculum and compare this to current practice. Create confident and capable mathematicians with accessible explanations and. This should be in an accessible manner which both maximises parents and carers engagement and understanding. UPDATE: Now each table includes a column on the right for your own tracking information. 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. This should be provided alongside the history of any additional challenge or support provided. If they choose to research an influential Welsh woman (Task 1) they can choose from a list of names including: Rose Mary Crawshay - suffragist who backed education and marriage reform Betty Campbell - Wales' first . Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. Consideration should also be given to other people who are important for a learner, such as their advocate or social worker. This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. Progression and the Curriculum for Wales 2022 'Successful Futures' recommended a change from the current phases and key stages to a continuum of learning from 3 - 16 years old. Helping students think about money while choosing a university . The Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. Assessment should support practitioners in identifying the progress being made by an individual learner, and recording this, where appropriate, to understand the learners journey over different periods of time and in a variety of ways. When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. used to prevent cross site request forgery. 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. A vision statement developed by the group. The new curriculum will include: 6 Areas of Learning and Experience from 3 to 16 3 cross curriculum responsibilities: literacy, numeracy and digital competence progression reference points at ages 5, 8, 11, 14 and 16 achievement outcomes which describe expected achievements at each progression reference point. Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. By continuing to use this site, you agree to our use of cookies. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. The proposals, further evolved following feedback, will form the basis of statutory guidance which schools will have to have regard to when developing andundertaking assessment in the new curriculum. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. The curriculum published by Welsh Ministers is the starting point for discussions for funded non-maintained settings that choose to adopt it. 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. their next steps and the support or challenge . Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. Working within the Curriculum for Wales framework, overall assessment arrangements at a school or setting level are a matter for individual schools and settings to determine as they design their own curriculum. Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. The teacher's role in building careers into the curriculum. More detailed reviews of our curriculum will take place on a rolling basis over . 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . The other steps are: It will be the schools responsibility, however, to approach the setting to put these arrangements in place.

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