Encounters with employers and employees . Curriculum for Wales Blog | A curriculum for life The focus of discussions regarding progression will naturally evolve over time as schools and settings move through the phases of curriculum design into first teaching and then ongoing review and improvement. Averages , 5. towards September 2022: what you need to know and do - GOV.WALES 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. What structures and arrangements do you already have within your school or setting? Something went wrong, please try again later. 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. Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. Around this time, sisters Gwendoline and Margaret Davies - granddaughters of Welsh industrialist David Davies and owners of Gregynog, a country estate in the county of . It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. Listening for meaning. Curriculum for Wales: Progress in Computing for 11-14 years If you are a parent or carer, a learner, an employer or someone with a general interest in the curriculum, or a particular part of it, you can find out how education is changing. 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. Non-essential cookies are also used to tailor and improve services. 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. Curriculum for Wales 2022 - A thorough exploration of CfW 2022 It takes the form of a series of six workshops, with support materials, designed to be used by groups of practitioners who will work as a community of enquiry to develop their understanding of progression across the curriculum and, thus, build their capacity in their own context to plan and use assessment approaches which support learning progression. Curriculum for Wales (2022-present) - Wikipedia 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. 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. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. . As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. Now a new three-year project, Camau I'r Dyfodol, will help practitioners grow that meaningful understanding, helping it evolve as the curriculum evolves. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. Curriculum for Wales September 2022 | Pentrebane Primary School The Curriculum for Wales Guidance has been updated. New Curriculum for Wales assessment frameworks - B Squared Progression Steps | Important Information for Teachers - Twinkl New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. This important focus is a means for schools and settings to ensure their curriculum, and the learning and teaching, helps raise the achievement of all and, in particular, the achievement and attainment of learners from disadvantaged backgrounds. Curriculum for Wales - Assessment360 Ofsted research review | PACEY 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. 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. Curriculum designers should be aware that non-religious worldviews are diverse and should consider teaching a range of non-religious worldviews / philosophical convictions as set out in the Welsh Government legislative summary. 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. How could you work together to improve current arrangements and ways of working to support these discussions? (LogOut/ This incorporates physical health anddevelopment, mental health and emotionaland social well-being. 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? 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. 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). Request a different format. The Statements of What Matters in learning are the basis of progression. 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. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. Percentage , 3. More information on each of these main participants is detailed below. As such, practitioners should assess all learners across the 3 to 16 continuum based on the progression articulated in their school or settings curriculum and in their planned learning intentions. . Finding your passion. LS Wellbeing workbook ALL States 2022 12 15 - Studocu The needs and progression of our learners and is central to our curriculum. Assessment is intrinsic to curriculum design and its overarching purpose within the curriculum is to support every learner to make progress. CEO designate, responsible to the Board for all aspects of Two Saints operations, including delivering an ambitious strategy of transformational change. 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. Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. 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. Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. How we are progressing towards all schools becoming learning organisations. The Curriculum for Wales framework guidance will be updated annually in January of each year. The proposals make it clear that assessment is an integral part of learning and teaching and should not be conflated with external accountability and national monitoring activities. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. From September 2022 it is statutorily required in primary and nursery education. The curriculum has been made in Wales but shaped . Curriculum for Wales - Hwb It should contribute to developing a holistic picture of the learner their strengths, the ways in which they learn, and their areas for development, in order to inform next steps in learning and teaching. 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. Therefore, to develop and maintain a shared understanding of progression, local authorities must make arrangements to: We recommend that local authorities encourage EOTAS providers to participate in discussions relating to progression when approached by a school to which, or from which, they have learners transitioning and/or dual registered learners. 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. These are set 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. International Women's Day in Wales Powerpoint (Teacher-Made) Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. This might help define future priorities for leadership, curriculum design, planning, learning and teaching. The guidance document will be published in January 2020. This article provides an overview of education in Wales from early childhood to university and adult skills.Largely state funded and free-at-the-point-of-use at a primary and secondary level, education is compulsory for children in Wales aged five to sixteen years old. 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 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. We use Who has developed the assessment proposals? Curriculum for Wales 2022 . Women Lawyers Association of NSW - An opportunity for female law . These decisions should be guided by: In developing arrangements to enable professional dialogue between practitioners for the purpose of developing and maintaining a shared understanding of progression, we recommend that leaders begin by considering what relationships and structures are already in place within and across their schools/settings which can evolve, be adapted or improved. 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. . Non-essential cookies are also used to tailor and improve services. Assessment and the new curriculum | Curriculum for Wales Blog Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group. Mathematics and Numeracy: Principles of progression - Hwb Practitioners should support and challenge learners effectively to ensure they each make progress. We want a curriculum that meets every individual learner's needs: that feels relevant to the pupil who's hard to engage, and so fosters that connection and awakens that interest, that recognises their progression and the knowledge, skills and experiences they need. 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. Non-essential cookies are also used to tailor and improve services. Auteur: Laszlo Fedor. 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. Curriculum for Wales: Progression Code | GOV.WALES 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. *Formative assessment is mainly undertaken with learners during the learning process to explore how they are progressing and to identify achievements, as well as to identify areas where their learning may need to develop further. 185799104399 Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. Latest updates on School Self-evaluation, Accountability and Progression coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. 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). 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. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. Progression Step 1 Nursery to Reception. When implementing their assessment arrangements, their own or those provided by Welsh Ministers, providers of funded non-maintained nursery education (FNNE) will, have to have regard to this guidance. Building on strengths and removing barriers - preparing for the Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. 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.