types. The Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. Change), You are commenting using your Facebook account. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. Word documents with the Descriptions of Learning for Progression Steps 1, 2 and 3 for all Areas of Learning in the new Curriculum for Wales 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. The curriculum published by Welsh Ministers is the starting point for discussions for funded non-maintained settings that choose to adopt it. These could include regular whole staff meetings, departmental meetings and cross-department groups. 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. Ratings & Reviews. To ensure quality for our reviews, only customers who have purchased this resource can review it. by default and whilst you can block or delete them by changing your browser settings, some Key facts showing the percentage of learners and staff from BAME backgrounds. This resource is designed to engage practitioners in structured discussions to develop their understanding of learning progression and of the links between this and approaches to assessment. As outlined in Successful Futures: Progression Steps will be described at five points in the learning continuum, relating broadly to expectations at ages 5, 8, 11, 14 and 16. 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. between progression steps with skill-checker activities at the start of each topic and review questions after each RSE pilot final report containing learning, reflections and suggestions for schools and settings. Our Preparation for the Curriculum for Wales 2022. While the provision of personalised assessment reports to parents and carers is a statutory requirement, this is only a small element of what may be provided and should be considered in the context of the wider communication and engagement process with parents and carers. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. NSW Law Society of New South Wales, NSW Young Lawyers - The NSW Young Lawyers Mentoring Program unites newly admitted lawyers seeking guidance and support with more experienced lawyers who are willing to volunteer their time to assist those just starting out in their careers. 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 Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. . 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. a revised journey to curriculum roll-out section to reflect the fact that the curriculum is now being implemented, corrections to issues with definitions and hyperlinks, more clarity through minor amends to narrative following feedback, Introduction to Curriculum for Wales guidance, Curriculum for funded non-maintained nursery settings, Curriculum in Wales: Planning and priority guide, Consultations on additional Curriculum for Wales guidance, Education is changing: information for parents, carers and young people, improve our website by collecting and reporting information on how you use it. . Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. 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). There are 5 Progression Steps covering typical development from 3 years to 16 years. A summary of how professional learning is changing to meet the needs of the new curriculum. Equally, continuity of learning to support progression for learners is crucial at this stage in a learners journey. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. Explore all your options and start planning your next steps. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. Published: 28/02/2023, 10:00am. Progression Step 1 Nursery to Reception. We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. 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. Table within Progression step 1 through 5, Column 1 refers to progression step 1 and carries on respectively. Since the publication of the Curriculum for Wales 2022 the teaching profession across Wales has had the opportunity to reflect on its current practice and consider how this might change when delivering a purpose-led curriculum. Moving from primary to secondary school is a key milestone in a learners journey, and being properly supported to make this transition is important for all learners. 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. Report this resourceto let us know if it violates our terms and conditions. The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. Designing your curriculum 3. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. The New Curriculum for Wales progression steps will be implemented in September 2022. Our cookies ensure you get the best experience on our website. The new Curriculum for Wales will apply from the age of 3 to 16 and provide for a continuum of learning rather than the separation of schooling into key stages as at present. 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. (LogOut/ These are set Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. Focus on how to take the pedagogy of the Foundation Phase into Key Stage 2, and begin to use new terminology for the phases; PS1, PS2, and PS3. This should be achieved through: The role of the learner is to participate in and contribute to the learning process in a way that is appropriate to their age and stage of development. Governing bodies have a responsibility to support the head teacher and to provide appropriate challenge across the breadth of the schools activities. in secondary schools, with practitioners from at least one other secondary school to support collaboration and coherence across the latter stages of the 3 to 16 continuum. This might help define future priorities for leadership, curriculum design, planning, learning and teaching. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. GOV.WALES uses cookies which are essential for the site to work. This incorporates physical health anddevelopment, mental health and emotionaland social well-being. Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . 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 . This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. In Wales, the following subjects are included in the ks2 Welsh curriculum: English Welsh Welsh second language mathematics science design and technology information and communication technology history geography art and design music physical education The above video may be from a third-party source. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. 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. Guidance for school governors about the Curriculum for Wales 2022. Non-essential cookies are also used to tailor and improve services. 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. *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. 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. This relationship at the local, regional, and national level will help bring coherence as schools and settings engage with and enact Curriculum for Wales and it evolves within schools and settings. The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. The Curriculum for Wales Framework is being developed for settings and schools in Wales. How could these evolve, be adapted or be improved to enable practitioners to come together to discuss progression? Curriculum for Wales 2022 What Matters What are they? Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. 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. 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. Personal statements will not be changing for 2024 entry. Details of the statutory requirements for the production of transition plans to support the transition process can be found in the summary of legislation section of the Curriculum for Wales guidance. Progression step 4. This refers to particular elements, in addition to the above, that each school or setting may choose to develop and implement in their own context to support assessment practice. 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. When designing their curriculum, schools and settings should consider what information that flows from assessing learner progress needs to be gathered and recorded in order to illustrate and record progress in learning, along with when this should take place and in what level of detail. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. 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. 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. As such phases and stages do not exist in the new curriculum. 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. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. 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. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. This should be informed by a good understanding of child development. This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. Progression Steps will take the form of a range of Achievement . These statements articulate the 'big ideas' which learners explore and develop learning in. Progress and next steps will be . . By continuing to use this site, you agree to our use of cookies. Discover. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. Much work has been done to identify key areas for development in light of local & national priorities. Brain Awareness Week is a global campaign held every March. In later years it will focus on working both independently and collaboratively. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. It publishes the expert input, supporting materials, and outputs of these conversations on the. 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. Ga naar zoeken Ga naar hoofdinhoud. This website and its content is subject to our Terms and iBSL informed CCEA Regulation in January 2023 of its intention to surrender recognition in respect of all of . If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. The full detail of these requirements can be found here with supporting information provided below. 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. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. More From Twinkl . 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? Request a different format. Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. 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. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. School and setting leaders are best placed to develop the most appropriate arrangements to enable practitioners to participate in professional dialogue for the purpose of developing a shared understanding of progression. VENDRE! Dialogue informed by the information that flows from assessing learner progress can help build a shared understanding of progression within and across schools to ensure progress is being made at an appropriate pace and learning and teaching is providing appropriate challenge and support for all learners. To develop and maintain a shared understanding of progression, the head teacher and governing body of a school must put arrangements in place to enable all practitioners involved in learning and teaching to participate in ongoing professional dialogue: The head teacher and governing body of a school must also put arrangements in place to: To support practitioners to develop and maintain a shared understanding of progression, leaders of funded non-maintained nursery settings must: We also strongly advise them to participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression with schools into which their learners transition. The guidance document will be published in January 2020. 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. To be truly effective all those involved with a learners journey need to collaborate and work together. HWB.GOV.WALES uses cookies which are essential for the site to work. This incorporates biology, chemistry, physics,computer science anddesign and technology. 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. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. The Four Purposes will be at the heart of our new curriculum. 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. The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. 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.
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