This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. More detailed reviews of our curriculum will take place on a rolling basis over . 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. UPDATE: Now each table includes a column on the right for your own tracking information. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. Confidently deliver Computing for the new Curriculum for Wales and develop students' ICT skills with the interactive, ac. Governing bodies have a responsibility to support the head teacher and to provide appropriate challenge across the breadth of the schools activities. 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. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? 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. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, . 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. Schools and settings have flexibility on what specifically they wish to discuss as part of this professional dialogue. Includes strategy, reports, projects and assessments. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. 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 biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. , by supporting an understanding of where schools may want to, draft guidance on assessment arrangements, evaluation, improvement and accountability, Support Transition from Primary to Secondary schools, referenced within the Summary of Legislation, Personalised Assessments: Administration Handbook, Supporting materials on curriculum design, progression and assessment can be found on Hwb, Assessment arrangements for funded non-maintained nursery settings, National Network for Curriculum Implementation, guidance on the production of Transition Plans, supporting materials on transition in practice, improve our website by collecting and reporting information on how you use it, developing a shared understanding of progression, communicating and engaging with parents and carers, the head teacher and the governing body of a maintained school or a maintained nursery school, the teacher in charge and a management committee for a PRU, a person who provides non-PRU EOTAS under section 19A of the Education Act 1996, supporting individual learners on an ongoing, day-to-day basis, identifying, capturing and reflecting on individual learner progress over time. This understanding should be supported by the on-entry assessment arrangements. A timetable for various meetings/engagement opportunities. When undertaken well, this can aid learner progression by helping parents and carers to understand how they can support learning within and outside the school environment creating a bridge between school or setting and home. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. 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. They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. This annual report sets out the progress made to date in implementing these recommendations to reinforce the importance of teaching past and present experiences and contributions of Black, Asian and Minority Ethnic communities as part of the story of Wales across the curriculum. 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. The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. Published: 28/02/2023, 10:00am. In the early years this will incorporateplay (problem solving,exploringideas, establishing connections and collaborating). The learner should be at the centre of the transition process. registered in England (Company No 02017289) with its registered office at Building 3, 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. Curriculum for Wales 2022 . Progression Steps will be at 5, 8, 11, 14 and 16 and take the form of Achievement Outcomes relating broadly to expectations at those ages. In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. The New Curriculum for Wales progression steps will be implemented in September 2022. The proposals, further evolved following feedback, will form the basis of statutory guidance which schools will have to have regard to when developing andundertaking assessment in the new curriculum. 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. The framework for evaluation, improvement and accountability aims to drive behaviours which positively support and enable our vision for curriculum and assessment, giving practitioners and school leaders the confidence to learn and improve their practice continually to best support learner progression. The Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. When are students first introduced to key topics? in special schools, with practitioners from other special schools. Head teachers and governing bodies of secondary schools and their feeder primary schools must work together to plan to support learner progression, with a focus on effective communication between practitioners, learners and their parents and carers. Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. 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. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. This should be informed by a good understanding of child development. Averages , 5. 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. Healthy, confident individuals who . Where possible, learners should be enabled to gather examples of their learning, articulate their own progress and achievements, and convey their aspirations and views on the next steps in their learning. 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. 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. There are 5 Progression Steps covering typical development from 3 years to 16 years. 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. Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. Ratings & Reviews. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . 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 . Some cookies are necessary in order to make this website function correctly. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. In line with the new curriculum, the legislation to come into effect in September 2022 set out how arrangements to assess progression must be designed alongside the curriculum, with requirements on schools that include for every learner: ongoing assessment throughout the school year to assess progress; identification of next steps in progress . 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. . The curriculum is underpinned by the school's Christian vision and associated values. The proposal is that funded non-maintained settings and schools will be required to provide a 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. 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. How and why we are changing the curriculum. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. We've saved some files called cookies on your device. 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. The Gregynog sisters. 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 includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. What is the difference between current teacher assessments and the proposals for assessment to support the new curriculum? with practitioners in other schools beyond their cluster(s) to help ensure equity across the education system. A summary of how professional learning is changing to meet the needs of the new curriculum. 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. Where possible, practitioners from funded non-maintained nursery settings should also take every opportunity to engage with other funded non-maintained nursery settings and maintained nursery schools to develop and maintain their understanding of progression and share their experiences of supporting learner progression. AoLE groups are working on this area over the Summer term. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. their next steps and the support or challenge . (LogOut/ Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. 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. 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. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. Our next step as a department is to consider progression within maths by looking at how students' understanding of key concepts develops over time. Welsh Governments response to Audit Wales report on the Curriculum for Wales. The teacher's role in building careers into the curriculum. Progression step 4. Leia Curriculum for Wales: Progress in Computing for 11-14 years de George Rouse disponvel na Rakuten Kobo. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. 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. Although schools have faced a challenging time during the . Progression Steps will take the form of a range of Achievement . The understanding a practitioner has of each individual learner, gained from assessment, is essential in supporting this process.