to improve the website performance by capturing information such as browser and device These will help learners, teachers, parents and carers to understand if appropriate progress is being made. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. For a definition of school cluster group(s), please see the. It differs to some extent in structure and content to other parts of the United Kingdom, in the later case particularly in . Something went wrong, please try again later. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. Ga naar zoeken Ga naar hoofdinhoud. Non-essential cookies are also used to tailor and improve services. There is a clear link between these discussions and transition arrangements both within and between schools and settings. Progression step 5. 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. This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. Staff know their pupils well. 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. Further guidance to support schools has been provided in the Welsh Government document The Journey to 2022.. Women Lawyers Association of NSW - An opportunity for female law . More information can be found online. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. When are students first introduced to key topics? Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Mathematics and Numeracy. 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. 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. Assessment will be part of your childs learning every day. 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. The group, drawing on advice from experts, has developed high-level principles to provide broad direction for assessment at a national level. This may include specialist educational support and support from other agencies (for example health services), provide information about learning progression that has taken place and been assessed in other contexts (for example for learners in joint placements between a school and another setting). 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. An assessment of how the Curriculum and Assessment (Wales) Bill will impact teaching and learning. Report this resourceto let us know if it violates our terms and conditions. This understanding can contribute to processes of self-evaluation and continuous improvement. (LogOut/ 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. From September 2022 it is statutorily required in primary and nursery education. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. As such, assessment for qualifications is separate to this guidance. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. 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 . Arithmetic . The national approach to professional learning (NAPL), Curriculum and Assessment (Wales) Bill: Overview, Teaching about the multiethnic nature of Wales: teachers prompt sheet, Preparing learners for a new Curriculum: guidance for governors, Successful futures: report on responses to the great debate, Cwricwlwm Cymreig review group: final report, Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group: interim report, Relationships and sexuality education (RSE) pilot in schools: final report, The Curriculum Requirements (Amendment of paragraph 7(5) of Schedule 17 to the Coronavirus Act 2020) (Wales) Regulations 2020, Scoping study for the evaluation of the curriculum and assessment reforms in Wales: government response, Notice to disapply curriculum requirements, Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group: final report, The Curriculum and Assessment (Wales) Bill: impact assessments, Mandatory status of English in the Curriculum and Assessment (Wales) Bill: summary of responses, The Curriculum and Assessment (Wales) Act: explanatory memorandum, Curriculum for Wales: Statements of What Matters Code, Modification of Curriculum Requirements in Wales Notice 2021, Curriculum for Wales: Relationships and Sexuality Education (RSE) Code, Black, Asian and Minority Ethnic Communities (BAME), Contributions and Cynefin in the New Curriculum Working Group, Audit Wales report on the new Curriculum for Wales: government response, Teaching about the multiethnic nature of Wales: vision statement, Annual report on implementation of the recommendations from the Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group report, Direction relating to developing and maintaining a shared understanding of progression. The curriculum has been developed based on a report commissioned in 2014. UPDATE: Now each table includes a column on the right for your own tracking information. By continuing to use this site, you agree to our use of cookies. Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. In later years it will focus on working both independently and collaboratively. As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. Our customer service team will review your report and will be in touch. 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. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. 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. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. 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. Matomo cookies The purpose of the descriptions of learning is to provide guidance on the direction and pace of progression in order to support practitioners and inform their curriculum design and learning and teaching. Averages , 5. Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. According to one summary of the act: [1] 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. 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. In addition, there is a Literacy and Numeracy Framework and a Digital Competency Framework which will embed literacy, numeracy and digital skills throughout all curriculum areas. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. The Code sets out the ways in which a curriculum must make provision for all learners. The proposal is that funded non-maintained settings and schools will be required to provide a Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. Learners progression should be assessed in relation to the breadth of the school or settings curriculum, which is designed to reflect the principles of progression, and informed by the descriptions of learning. It publishes the expert input, supporting materials, and outputs of these conversations on the. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. Curriculum for Wales 2022 . The priorities for discussions across an academic term/school year, ensuring that progression across the full breadth of the curriculum is covered appropriately on an ongoing basis. Learning will include skills and experiences, as well as knowledge. It may also be appropriate for leaders to put arrangements in place which allows practitioners from their school/setting to participate in professional dialogue with representatives from various settings or sectors together for example, a primary school may wish to invite relevant funded non-maintained nursery settings to contribute to school cluster meetings or schools may meet through cross-cluster arrangements. Progression Step 1 Nursery to Reception. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. experiences and skills for careers and the workplace, learning about local, national and international contexts. 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. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. 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. This helps ensure that learners make continuous progress and supports them to progress over time. Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group. 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. 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. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. These are as follows. 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. Much work has been done to identify key areas for development in light of local & national priorities. functionality such as being able to log in to the website will not work if you do this. 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. 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. . Published: 28/02/2023, 10:00am. The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). While this guidance focuses on supporting learner progression from ages 3 to 16 as an integral part of learning and teaching, assessment for the purposes of awarding external qualifications is different in nature, as these have a greater level of external control and prescription. Listening for meaning. 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. Consideration should also be given to other people who are important for a learner, such as their advocate or social worker. This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. The Gregynog sisters. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? This should be provided alongside the history of any additional challenge or support provided. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. For ease, links to the relevant sections of this guidance will be provided in the Welsh Ministers assessment arrangements guidance for funded non-maintained nursery settings. Children will continue to be assessed and this will focus on ensuring that all pupils understand where they are and what they need to do next in order to progress. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by). When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. 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.