The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. 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. , by supporting an understanding of where schools may want to, draft guidance on assessment arrangements, evaluation, improvement and accountability, Support Transition from Primary to Secondary schools, referenced within the Summary of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. Preparing students for interviews. Brain Awareness Week is a global campaign held every March. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. . If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. 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. What practical arrangements might be needed to enable this? Progression and the Curriculum for Wales 2022 'Successful Futures' recommended a change from the current phases and key stages to a continuum of learning from 3 - 16 years old. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. Curriculum for Wales: Mastering Mathematics for 11-14 Years: Book 3 2022-08-26 Create confident and . We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. RSE pilot final report containing learning, reflections and suggestions for schools and settings. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. 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. Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. 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. 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. These Regulations amend Schedule 17 to the Coronavirus Act 2020 to enable the Welsh Ministers to make a notice to temporarily dis-apply certain curriculum requirements and their associated assessment arrangements. Theyll work with their teachers to understand how well theyre doing. It opens an important period for engagement with practitioners, with feedback invited until 19 July. 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. 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. An indication of how these discussions can support learner transition from year to year within a school/setting as well as between schools and settings), Identification of how internal discussions will inform wider discussions with other schools/settings as appropriate and vice versa, To discuss their understanding and experience of developing progression, schools and settings can use the. As such, assessment for qualifications is separate to this guidance. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. This incorporates geography, history, religion, values andethics, business studies and social sciences. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. 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. Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. 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. 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. January has been chosen to fit best with curriculum planning cycles in schools and settings. The curriculum has been made in Wales but shaped . Schools and settings should plan a range of assessment methods and techniques that are fit-for-purpose and support progression across the breadth of the curriculum. 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. This will give practitioners the ability to come together nationally to discuss progression in Curriculum for Wales. The changes are mainly additions or amendments to existing sections. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. The Head Teacher Reporting Regulations are being phased out in accordance with the roll out of the new curriculum and the detail will then be set out in the Schedule to the Provision of Information by Head Teachers to Parents and Adult Pupils (Wales) Regulations 2022. In doing so, they should take into account the diverse needs of individual learners across the breadth of the curriculum. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. 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. St Pauls Place, Norfolk Street, Sheffield, S1 2JE. All assessment activity should challenge and support learners to make progress. What further support and opportunities for discussion are available to the school or setting through local and regional networks and how might these be used to discuss progression? Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. It can also be used as a basis for communicating and engaging with parents and carers. Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by). 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. The curriculum published by Welsh Ministers is the starting point for discussions for funded non-maintained settings that choose to adopt it. There is a new curriculum in Wales which will be mandatory from September 2022. website. These could include regular whole staff meetings, departmental meetings and cross-department groups. When are students first introduced to key topics? It may be drawn upon to: Schools will still need to maintain the educational and curricular record as required by the Pupil Information (Wales) Regulations 2011. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. This article provides an overview of education in Wales from early childhood to university and adult skills.Largely state funded and free-at-the-point-of-use at a primary and secondary level, education is compulsory for children in Wales aged five to sixteen years old. They will explore how the aims, content and assessment of qualifications can be designed to support the Curriculum for Wales Framework, including the principles of assessment outlined in this guidance. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. These are as follows. Progression step 5. They will also have an important role in helping to identify and share good practice. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. The learner should be at the centre of the transition process. 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. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. These can be considered as both longitudinal and cross-sectional. Guidance for school governors about the Curriculum for Wales 2022. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . 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. The interim report focuses on learning resources. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. For further support, please see Annex 1. As they do so, they will make links across their learning and apply this in new and challenging contexts. This guidance concerns assessment, which is focused on supporting learner progression. 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. We use The Code sets out the ways in which a curriculum must make provision for all learners. . coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. Livraison gratuite partir de 20 . This guidance covers key processes needed for effective learner progression, namely: This guidance has been developed to take the needs of all learners into account and recognises that their identity, language, ability, background and prior learning, as well as the support they may need, will differ according to their particular circumstances. Sets out the 27 statements of what matters across the 6 areas of learning and experience. It grouped school years between the ages of five and sixteen into four "key stages". This incorporates physical health anddevelopment, mental health and emotionaland social well-being. Schools and settings have flexibility on what specifically they wish to discuss as part of this professional dialogue. Explore all your options and start planning your next steps. Assessment should not be carried out for the purpose of accountability. For a definition of school cluster group(s), please see the. 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. Our customer service team will review your report and will be in touch. Cookies are used to help distinguish between humans and bots on contact forms on this Progression step 3. Equally, continuity of learning to support progression for learners is crucial at this stage in a learners journey. 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. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. This helps ensure that learners make continuous progress and supports them to progress over time. It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. There is a clear link between these discussions and transition arrangements both within and between schools and settings. Personal statements will not be changing for 2024 entry. These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. The group will review learning resources and professional training in relation to the teaching of Black, Asian and Minority Ethnic (BAME) history, Welsh history and cynefin. 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. Supporting materials on curriculum design, progression and assessment can be found on Hwb. 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. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. A summary of how professional learning is changing to meet the needs of the new curriculum. Ethical, informed citizens who are ready to be citizens of Wales and the world. 25 . The necessary cookies set on this website are as follows: A 'sessionid' token is required for logging in to the website and a 'crfstoken' token is This is your chance to get to know the new curriculum and make your contribution. 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. Published: 28/02/2023, 10:00am. A Ministerial Direction pursuant to section 57 of the Curriculum and Assessment Act 2021, for the purpose of enabling practitioners to participate in professional dialogue within their school or setting and with practitioners from other schools and settings to develop and maintain a shared understanding of learner progression. Therefore, supporting learner progression is a requirement for all maintained schools and settings. This should be in an accessible manner which both maximises parents and carers engagement and understanding. 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. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. An 'awsUploads' object is used to facilitate file uploads. How we are progressing towards all schools becoming learning organisations. 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. For further information about transition, please see the next section of this guidance. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. 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. 2 Mar 2023. Encounters with employers and employees . 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. position and comparison. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. Tes Global Ltd is *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. 03rd March 2023. 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. 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. These assessment arrangements must continue to focus on understanding and supporting the progress made by these learners across the full breadth of the curriculum, and not just those aspects they are taking qualifications in. By continuing to use this site, you agree to our use of cookies. You can change your cookie settings at any time. 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. Supporting learner progression assessment guidance. This website and its content is subject to our Terms and 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. The context of the review says 'Art is a rich and varied set of practices central to human civilisation. Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. 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. Curriculum for Wales 2022 . LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year (Poche) - EUR 37,58. 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. If you are a parent or carer, a learner, an employer or someone with a general interest in the curriculum, or a particular part of it, you can find out how education is changing. It publishes the expert input, supporting materials, and outputs of these conversations on the. New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. The new achievement outcomes for each progression step will not be used to make best fit judgements. 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. Leaders may wish to consider the questions below in doing this. We . These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. What is the difference between current teacher assessments and the proposals for assessment to support the new curriculum? The Four Purposes will be at the heart of our new curriculum. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. Progression step 4. Assessment should not be used to make a one-off judgement on the overall achievement of a learner at a set age or point in time against descriptors or criteria on a best-fit basis. Practitioners should provide opportunities for learners to undertake peer assessment and self-assessment, supporting them to develop these skills in a way which is appropriate to the developmental stage of each learner. 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. 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 . 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. This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. However, when coming together to develop their understanding of progression, we envisage primary and secondary school practitioners will consider not only progression at Year 6 and Year 7 but the 3-16 continuum as a whole. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. 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. 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. Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. Arithmetic . Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? The understanding a practitioner has of each individual learner, gained from assessment, is essential in supporting this process. 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 proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? Around this time, sisters Gwendoline and Margaret Davies - granddaughters of Welsh industrialist David Davies and owners of Gregynog, a country estate in the county of . Assessment will be part of your childs learning every day. their next steps and the support or challenge . These include the key principles and purpose of assessment as outlined in this guidance along with other statutory guidance published alongside subordinate legislation such as the guidance to Support Transition from Primary to Secondary schools. 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). Our school curriculum has been developed using the principles of co-construction. By continuing to use this site, you agree to our use of cookies. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. There will be opportunities for practitioners to engage in discussions on progression as part of: The learning gained from such discussions at a regional and national level should feed back into processes at a local level. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. 01 March 2023. 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. For settings who have chosen to design and adopt their own curriculum the Enabling Learning guidance should be used as a starting point for discussions. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. Working within the Curriculum for Wales framework, overall assessment arrangements at a school or setting level are a matter for individual schools and settings to determine as they design their own curriculum. VENDRE! 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. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. Helping students think about money while choosing a university . This enables them to learn from each other in a supportive environment. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. There has been a lot of focus on work experience over recent years, with two of the Gatsby Benchmarks in England directly related (5. Estyn also have a duty to inspect in accordance with the legislation. Auteur: Laszlo Fedor. HWB.GOV.WALES uses cookies which are essential for the site to work. 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. Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. Effective engagement with parents and career can also provide assurances to parents in respect of their learners progress, the realisation of the curriculum and the support being offered to learners. Some cookies are necessary in order to make this website function correctly. The needs and progression of our learners and is central to our curriculum. (LogOut/ The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. between progression steps with skill-checker activities at the start of each topic and review questions after each 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.