It opens an important period for engagement with practitioners, with feedback invited until 19 July. Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. , by supporting an understanding of where schools may want to, draft guidance on assessment arrangements, evaluation, improvement and accountability, Support Transition from Primary to Secondary schools, referenced within the Summary of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. Curriculum for Wales 2022 . The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. As such, assessment for qualifications is separate to this guidance. 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. smooth transitions a shared understanding across a school cluster ensures the best possible transitions within and between nursery schools and primary schools and primary and secondary school for learners, as institutions will understand what and how learners have been learning and will be learning and what their next steps in learning should be to support their education and well-being. GOV.WALES uses cookies which are essential for the site to work. The assessments must be taken annually in line with the statutory guidance provided in the, Increasing breadth and depth of knowledge, Deepening understanding of the ideas and disciplines within Areas, Refinement and growing sophistication in the use and application of skills, Making connections and transferring learning into new contexts, inform communications and engagement activity with parents and carers, support the transition of learners along the 3 to 16 continuum, help practitioners and leaders develop their understanding of progression, review and revise the curriculum and corresponding assessment arrangements, identify where improvement and support are needed as part of the school or settings self-evaluation process, their joint expectations for how learners should progress and how knowledge, skills and experiences should contribute to this in schools and settings curricula drawing on the principles of progression, statements of what matters and descriptions of learning, how to ensure coherent progression for learners throughout their learning journey and in particular at points of transition (for example, across and between primary and secondary school; across and between funded non-maintained nursery settings and primary schools, or schools and EOTAS providers; and from year to year within a school/setting). 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. The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. 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. Sets out the 27 statements of what matters across the 6 areas of learning and experience. Published: 28/02/2023, 10:00am. 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. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. We've saved some files called cookies on your device. More detailed reviews of our curriculum will take place on a rolling basis over . This includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. 25 . 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: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. 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. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. Art itself is not static, and its purposes, materials and methods are always evolving.'. However, Estyn and Governing Bodies, as well as local authorities and regional consortia, should not use assessment information as a proxy for standards in school, or to rank and compare schools. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. An indication of most appropriate practitioners to contribute to the most relevant discussions in supporting learner progression (depending on the focus of the discussions under consideration). However, when assessing to award external qualifications the approach will build on the principles of Curriculum for Wales. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. How an understanding of child development is applied to support progression for all learners. 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. 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. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. The full detail of these requirements can be found here with supporting information provided below. What structures and arrangements do you already have within your school or setting? Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. 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. It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. Consideration should also be given to other people who are important for a learner, such as their advocate or social worker. 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. Tell the story of Wales over the last 1000 years, as you discover how Welsh history, cynefin , culture and language are connected, from the past to the present. Personal statements will not be changing for 2024 entry. 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. This website and its content is subject to our Terms and An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. 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 . 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. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. Evaluation, improvement and accountability arrangements within the education system are separate to assessment arrangements but historically have been seen to influence how assessment is perceived and how it is undertaken. 185799104399 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. Arithmetic . As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. 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. There are 5 Progression Steps covering typical development from 3 years to 16 years. This enables them to learn from each other in a supportive environment. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. A timetable for various meetings/engagement opportunities. In doing so, they should take into account the diverse needs of individual learners across the breadth of the curriculum. Estyn also have a duty to inspect in accordance with the legislation. However, information that flows from assessing learner progress can contribute to the evidence of learner progress in a school, both its extent and pace, and will be used to support the professional dialogue needed to underpin self-evaluation processes. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. A summary of individual learner information should be provided annually, the timing and format of which will be determined by the head teacher but which best supports the learners progress. types. Non-essential cookies are also used to tailor and improve services. Ratio and Proportion , 4. 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. (LogOut/ 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. We . I can listen to, understand and use basic concepts in language, e.g. Principles of progression Mandatory In the Mathematics and Numeracy Area the model of progression is based on the development of five interdependent proficiencies, outlined below. Our cookies ensure you get the best experience on our website. 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. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Ratings & Reviews. 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. As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. 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. 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. Progression Steps and how they complement each other. Percentage , 3. The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. 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. Then choose a task for your pupils or ask them to choose between the two. Communicating effectively with parents and carers on an ongoing basis is an important way to foster positive relationships in order to engage them in purposeful and meaningful dialogue. There is a new curriculum in Wales which will be mandatory from September 2022. 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. LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year (Poche) - EUR 37,58. Practitioners should support and challenge learners effectively to ensure they each make progress. 01 March 2023. The Gregynog sisters. 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. 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. 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. 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. 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. 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. . The Probability Practice Worksheets provide well crafted content that lifts the weight off the teacher's shoulders and instead puts the focus on the pupil getting great . 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. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. Assessment planning and practice, built into the curriculum and classroom practice, should recognise this and allow for a variety of diversions, stops and variations in pace in a learners journey. Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. UPDATE: Now each table includes a column on the right for your own tracking information. Track - Monitor coverage and progress across the five progression steps to help identify next steps for individual pupils and whole cohorts. 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. Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . 03rd March 2023. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. 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. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. 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. 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. Poster outlining the 4 purposes of education for children and young people. Our frameworks cater for pupils working within the Progression Steps and pupils who are working below Progression Step 1. 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. A summary of the public's response to recommendations on a new approach to curriculum and assessment. Assessment is intrinsic to curriculum design and its overarching purpose within the curriculum is to support every learner to make progress. 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.

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