curriculum for wales 2022 progression steps

Averages , 5. 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. How could you work together to improve current arrangements and ways of working to support these discussions? Something went wrong, please try again later. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. 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. The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. Confidently deliver Computing for the new Curriculum for Wales and develop students' ICT skills with the interactive, ac. Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? 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. The Curriculum for Wales Guidance has been updated. In the early years this will incorporateplay (problem solving,exploringideas, establishing connections and collaborating). 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. Brain Awareness Week is a global campaign held every March. The guidance document will be published in January 2020. UPDATE: Now each table includes a column on the right for your own tracking information. 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. Explains what the Curriculum and Assessment (Wales) Act will do. 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. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. Although schools have faced a challenging time during the . It will be the schools responsibility, however, to approach the setting to put these arrangements in place. What relationships do you already have that could support professional dialogue about progression between schools and settings? This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. Unfortunately not the ones with chocolate chips. 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. 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. The draft arrangements will support professional dialogue between leaders, practitioners, learners, parents, carers and external partners and will include: Final assessment arrangements will be published before September 2023. 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? Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? 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). Progression step 5. Progression Steps and Achievement Outcomes . 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. 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. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. 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. Much work has been done to identify key areas for development in light of local & national priorities. . It is for schools and settings to decide the nature of the arrangements they wish to put in place, ensuring that they are appropriate to their context. How an understanding of child development is applied to support progression for all learners. position and comparison. registered in England (Company No 02017289) with its registered office at Building 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). Poster outlining the 4 purposes of education for children and young people. The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. How to use the curriculum planning support document is available as a pdf. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. 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. Reflecting on a learners progress over time will enable practitioners to provide feedback and help plan their future learning, including any interventions, additional support or challenge that may be required. 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. This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. 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. 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. The teacher's role in building careers into the curriculum. 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. A timetable for various meetings/engagement opportunities. How and why we are changing the curriculum. 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. Tes Global Ltd is 13 Feb 2023. The curriculum is underpinned by the school's Christian vision and associated values. 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. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. This should be informed by a good understanding of child development. 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. Progression and the Curriculum for Wales 2022. 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. functionality such as being able to log in to the website will not work if you do this. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. 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. These can be considered as both longitudinal and cross-sectional. Assessment should support practitioners in identifying the progress being made by an individual learner, and recording this, where appropriate, to understand the learners journey over different periods of time and in a variety of ways. 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. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. 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. Identified improvements should then, in turn, be reflected in daily practice. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. In terms of individual learner information, schools and settings must share information with parents and carers about: Sharing individual learner information with parents and carers must be done at least termly and need not be contained in large written reports but fed back in the best format determined by the head teacher. Change), You are commenting using your Facebook account. 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. 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 they do so, they will make links across their learning and apply this in new and challenging contexts. As such phases and stages do not exist in the new curriculum. This should be achieved through: The role of the practitioner is to plan for and provide effective learning experiences that are appropriate to the age and development of each individual learner. Enterprising, creative contributors who are ready to play a full part in life and work. 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. A useful article on this blog in June 2018 outlined the principles underpinning progression, and in September an animation on progression was also published to explain the approach. 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. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. They are key to school level curriculum design and development. Discover. The learner should be at the centre of the transition process. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. Track - Monitor coverage and progress across the five progression steps to help identify next steps for individual pupils and whole cohorts. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents As such, assessment for qualifications is separate to this guidance. I can listen to, understand and use basic concepts in language, e.g. . A review and recommendations on including Welsh history and perspective in school education. The foundation for this engagement and partnership is establishing: Schools and settings must design and/or adopt a curriculum that enables learners to realise the four purposes, providing for appropriate progression for all learners. It opens an important period for engagement with practitioners, with feedback invited until 19 July. 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. This should take into account their developmental stage and any barriers to learning, ensuring that each learner is able to demonstrate progress in line with their individual ability. 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. From September 2022 it is statutorily required in primary and nursery education. Progression step 2. This incorporates biology, chemistry, physics,computer science anddesign and technology. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. Four overarching aims guide the entire curriculum. This style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. The curriculum sets out "what matters" and "progression steps" for each learning area. 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 . This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. As schools and settings continue to develop their curriculum and assessment arrangements, they may wish to use these professional dialogue arrangements to share their thinking, approaches and examples. The data from this cookie is anonymised. LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year (Poche) - EUR 37,58. Progression step 4. 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. This includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. 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. This website and its content is subject to our Terms and 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. 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. 2 Mar 2023. This incorporates geography, history, religion, values andethics, business studies and social sciences. 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. Our frameworks cater for pupils working within the Progression Steps and pupils who are working below Progression Step 1.

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