curriculum for wales 2022 progression steps

01 March 2023. More detailed reviews of our curriculum will take place on a rolling basis over . Report this resourceto let us know if it violates our terms and conditions. Listening for meaning. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. Maths Week is an event that you can hold at your school at any time of the year to promote the importance of mathematical skills and show how we use mathematics and numeracy in our everyday lives. Welsh Governments response to Audit Wales report on the Curriculum for Wales. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. 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. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. It should be read alongside any supporting guidance and supplementary information on the key processes needed for effective learner progression, published in parallel with the legislation in summer 2022. 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. 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. This should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. How and why we are changing the curriculum. It differs to some extent in structure and content to other parts of the United Kingdom, in the later case particularly in . Unfortunately not the ones with chocolate chips. Our school curriculum has been developed using the principles of co-construction. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? They will also have an important role in helping to identify and share good practice. . As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. This helps ensure that learners make continuous progress and supports them to progress over time. From 31 January 2023, the Curriculum for Wales framework guidance has been updated. 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. A cookie is used to store your cookie preferences for this website. These are only suggestions to support the planning process: This professional dialogue should inform self-evaluation, by supporting an understanding of where schools may want to improve their curriculum. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . The proposal is that funded non-maintained settings and schools will be required to provide a Progression step 2. The following must have regard to the guidance when making arrangements for assessing children and pupils: Assessment is a fundamental part of Curriculum for Wales and is integral to the process of learning. In doing so, they should build on structures and relationships that are already in place. This focuses on understanding what it means to make progress in a given area or discipline as learners increase the depth, breadth and sophistication of their knowledge and understanding, skills and capacities, and attributes and dispositions. 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. Ethical, informed citizens who are ready to be citizens of Wales and the world. PACEY. We've saved some files called cookies on your device. Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. The principles of progression can offer schools an organising framework and shared narrative for their communications with parents and carers. plenty of opportunity to think like a scientist, but now the curriculum design process is explicit and KS3 - sorry, Progression step 4 - has a vital role in the development of pupils for the . As such phases and stages do not exist in the new curriculum. put arrangements in place to enable all of those involved in learning and teaching to participate in professional dialogue progression within their setting, put arrangements in place to enable all practitioners involved in learning and teaching to participate in ongoing professional dialogue within the setting, support the persons employed, or otherwise engaged by it, to provide a curriculum for non-PRU EOTAS learners to come together to participate in on-going professional dialogue to develop and maintain a shared understanding of progression, Support the same persons to have on-going professional dialogue with practitioners from relevant schools and settings to support dual-registered learners, ensure that the providers they engage to deliver appropriate curricula for learners who receive EOTAS provision other than in a PRU also participate in on-going professional dialogue within their setting/organisation to develop and maintain a shared understanding of progression relating to the aspects of the curriculum that they provide, a school/settings improvement priorities, how practitioners understanding of progression is developing within their school/setting, the manner in which their learners are making progress, sets out the arrangements that enable practitioners to participate in professional dialogue to develop and maintain a shared understanding of progression, outlines how the outcomes of this dialogue will inform future discussions, curriculum and assessment design and learning and teaching, is kept under review and revisited regularly to ensure that the arrangements remain fit for purpose. 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. What practical support might you need in doing this? 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. 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. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. Information that flows from assessing learner progress should be used to identify strengths and areas for improvement in both the curriculum and daily practice, including consideration of how the needs of learners as individuals have been met. A clear, holistic picture of the learners progression across the school curriculum should be provided to support their continuing journey along the continuum of learning. 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. used to prevent cross site request forgery. Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. 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. There are 5 Progression Steps covering typical development from 3 years to 16 years. *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. Estyn also have a duty to inspect in accordance with the legislation. 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. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. 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. 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). Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. A vision statement developed by the group. The Curriculum for Wales Guidance has been updated. The changes are mainly additions or amendments to existing sections. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. This is key to enabling them to work towards realising the four purposes, as they progress through their school or settings and into different pathways beyond school. The Code sets out the ways in which a curriculum must make provision for all learners. The Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. 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. This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. They both must therefore be able to consider whether assessment arrangements are delivering the required purpose, to support learner progression, and to evaluate whether schools are using the assessment information, as part of their evaluation and improvement processes, in the right way to improve effectiveness. Change). 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. Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. 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. Encounters with employers and employees . (LogOut/ 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? Guidance for school governors about the Curriculum for Wales 2022. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. Assessment has three main roles in the process of enabling learner progression: When planning and delivering learning experiences, practitioners should be clear about the specific role of each assessment being undertaken, and what the understanding gained from assessment will be used for and why. They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. 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. Assessment should not be carried out for the purpose of accountability. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. Tes Global Ltd is guidance to support settings in developing a shared understanding of progression, guidance to support the on-going assessment of progression for learners in funded non-maintained nursery settings. The new Curriculum for Wales will be introduced in 2022 and is at the heart of an effort to ensure that children and young people in Wales have the best support and opportunities to be able to thrive for the future of Wales. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. 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. More From Twinkl . Our cookies ensure you get the best experience on our website. In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. All maintained schools and settings using the new curriculum and assessment arrangements, ambitious, capable learners ready to learn throughout their lives, enterprising, creative contributors, ready to play a full part in life and work, ethical, informed citizens of Wales and the world. 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 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. Therefore, supporting learner progression is a requirement for all maintained schools and settings. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. 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. Progression Steps will take the form of a range of Achievement . 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. 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. 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. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. This is your chance to get to know the new curriculum and make your contribution. Equally, continuity of learning to support progression for learners is crucial at this stage in a learners journey. 25 . Who has developed the assessment proposals? 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. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. . 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. Then choose a task for your pupils or ask them to choose between the two. It provides details to schools and settings providers of funded non-maintained nursery education (FNNE), pupil referral units (PRUs), other education other than at school (EOTAS) providers of the matters to which they must have regard to when making, implementing, reviewing and revising assessment arrangements and classroom practice integral to their curriculum. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. Self-reflective behaviors nurtured in a supportive and collaborative environment, underpinned throughout the education system, will raise standards and support every young person to fulfill their potential. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. Our Preparation for the Curriculum for Wales 2022. They are key to school level curriculum design and development. about a learners overall progression at a set age or point in time. 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.

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