The New Curriculum for Wales progression steps will be implemented in September 2022. 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. An 'awsUploads' object is used to facilitate file uploads. Curriculum for Wales Enabling Pathways guidance Art itself is not static, and its purposes, materials and methods are always evolving.'. This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. This guidance should be used as a basis for professional discussions and learning within and between schools and settings, to support self-improvement and to bring consistency across schools and settings. LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year 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. the pace and challenge of expectations the process of developing a shared understanding enables practitioners and schools and settings to explore whether their expectations for learners are sufficiently challenging and realistic and whether any support is required by individuals, further supporting equity for all learners, provide ongoing opportunities for practitioners to reflect on their understanding of progression and how it is articulated in their curriculum, thus feeding into their curriculum and assessment design, planning and self-evaluation and improvement processes, provide ongoing opportunities for practitioners to compare their thinking to other similar schools and settings, providing a level of consistency of expectation while retaining local flexibility, strengthen understanding of approaches and practice between schools and settings, including, where relevant, funded non-maintained nursery settings, PRUs and other EOTAS providers, within their school; and across their school cluster group(s). 13 Feb 2023. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. The Statements of What Matters in learning are the basis of progression. In doing so, they should build on structures and relationships that are already in place. We use In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. Ethical, informed citizens who are ready to be citizens of Wales and the world. 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 . 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 Draft Curriculum for Wales 2022 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. A school or setting must put in place a plan which: School/setting leaders may wish to consider including information such as the following in their plan. September 2022:All maintained schools and settings using the new curriculum and assessment arrangements. Learning will include skills and experiences, as well as knowledge. Explore all your options and start planning your next steps. 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. Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. Going live: Rolling out the new curriculum from this September St Pauls Place, Norfolk Street, Sheffield, S1 2JE. Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. Ga naar zoeken Ga naar hoofdinhoud. The interim report focuses on learning resources. The new curriculum for Wales has removed levels, replacing them with Progression Steps. Progression Steps and how they complement each other. (LogOut/ Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. . Assessment should not be carried out for the purpose of accountability. in special schools, with practitioners from other special schools. . Effective self-evaluation will involve schools and settings reflecting on their approaches to planning, developing and implementing curriculum and assessment arrangements, to ensure they are supporting learner progression. The Code sets out the ways in which a curriculum must make provision for all learners. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? PDF Draft Curriculum for Wales 2022: April 2019 DRAFT STATUTORY GUIDANCE Guidance for school governors about the Curriculum for Wales 2022. More information can be found online. There has always been a choral tradition in Wales (some choirs having as many as 2,000 to 3,000 voices). Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. 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. 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. For each, the guidance offers detail to guide curriculum planning and key questions to consider, including on progression and assessment, which are likely to inform local professional dialogue. 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. An overview of the 2023 Ofsted science report | Cornerstones Education Our new Welsh Progression Steps Frameworks are now available. However, when assessing to award external qualifications the approach will build on the principles of Curriculum for Wales. Curriculum for Wales (2022-present) - Wikipedia Republished // WIKI 2 From September 2022 it is statutorily required in primary and nursery education. The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. The Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have In turn, the outcomes of professional dialogue within the school, setting and/or cluster will provide valuable input into discussions at a regional and national level. Curriculum for Wales | Sub-topic | GOV.WALES Personal statements will not be changing for 2024 entry. More detailed reviews of our curriculum will take place on a rolling basis over . 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. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. As part of the learning process, practitioners and learners should develop an understanding of how each learner learns and what their attitudes and approaches to learning are, in order to support their continuing progress and to foster commitment to their learning. 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. Progression Steps will take the form of a range of Achievement . A cookie is used to store your cookie preferences for this website. Professional dialogue between practitioners within and across schools and settings must happen on an ongoing basis. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. School curriculum overhaul for Wales published - BBC News Enterprising, creative contributors who are ready to play a full part in life and work. Unfortunately not the ones with chocolate chips. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. Ratings & Reviews. 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. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. I can listen to, understand and use basic concepts in language, e.g. Probability: Practice Worksheet | KS3 Maths | Beyond A timetable for various meetings/engagement opportunities. HWB.GOV.WALES uses cookies which are essential for the site to work. It will be important for all practitioners to familiarise themselves with the detail. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. For learners aged 14 to 16, the principles of assessment and statutory requirements outlined in this guidance will continue to apply to day-to-day learning and teaching as part of a school or settings curriculum. put arrangements in place to enable all of those involved in learning and teaching to participate in professional dialogue progression within their setting, put arrangements in place to enable all practitioners involved in learning and teaching to participate in ongoing professional dialogue within the setting, support the persons employed, or otherwise engaged by it, to provide a curriculum for non-PRU EOTAS learners to come together to participate in on-going professional dialogue to develop and maintain a shared understanding of progression, Support the same persons to have on-going professional dialogue with practitioners from relevant schools and settings to support dual-registered learners, ensure that the providers they engage to deliver appropriate curricula for learners who receive EOTAS provision other than in a PRU also participate in on-going professional dialogue within their setting/organisation to develop and maintain a shared understanding of progression relating to the aspects of the curriculum that they provide, a school/settings improvement priorities, how practitioners understanding of progression is developing within their school/setting, the manner in which their learners are making progress, sets out the arrangements that enable practitioners to participate in professional dialogue to develop and maintain a shared understanding of progression, outlines how the outcomes of this dialogue will inform future discussions, curriculum and assessment design and learning and teaching, is kept under review and revisited regularly to ensure that the arrangements remain fit for purpose. on-entry assessment arrangements for funded non-maintained nursery settings. January has been chosen to fit best with curriculum planning cycles in schools and settings. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. Mrs Owen Dosbarth 6 Years 5 & 6 Arloeswyr Innovators Progression steps 2 & 3; RRSA- Rights Respecting Schools Award; . Much work has been done to identify key areas for development in light of local & national priorities. 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. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. Supporting materials on curriculum design, progression and assessment can be found on Hwb. Curriculum for Wales - EAS These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. This website and its content is subject to our Terms and 185799104399 Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. 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. This professional dialogue is important to: To support this ongoing professional dialogue, all those participating in discussions should do so on an equal basis with practitioners sharing and reflecting on their own experiences of the learning process and of supporting learners to 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. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. This includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. 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. 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. The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. This incorporates geography, history, religion, values andethics, business studies and social sciences. 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. In later years it will focus on working both independently and collaboratively. 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. 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. Explore the pedagogy required to prepare for and implement the new curriculum and compare this to current practice. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. These could include regular whole staff meetings, departmental meetings and cross-department groups. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. This might help define future priorities for leadership, curriculum design, planning, learning and teaching. Our school curriculum has been developed using the principles of co-construction. 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 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. The full detail of these requirements can be found here with supporting information provided below. Music education in Wales - Wikipedia 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. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. The learner should be at the centre of the transition process. Chemistry in Curriculum for Wales - planning support This incorporates Welsh,English andinternational languages as wellasin literature. 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. 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. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. Curriculum for Wales: Progression Code | GOV.WALES Local authorities and regional consortia have an important role in ensuring that all practitioners have an opportunity to participate in meaningful professional dialogue for the purposes of developing a shared understanding of progression. Something went wrong, please try again later. This guidance concerns assessment, which is focused on supporting learner progression. These can be considered as both longitudinal and cross-sectional. When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. 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. Finding your passion. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. Assessment Software for Curriculum for Wales 2022 - B Squared The focus of discussions regarding progression will naturally evolve over time as schools and settings move through the phases of curriculum design into first teaching and then ongoing review and improvement. For the same purpose, schools will engage with funded non-maintained nursery settings as well as PRUs and other EOTAS providers with whom they have relationships to support learner transition and dual registered learners. The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. They are not a series of criteria to be directly assessed against, nor can they be assessed by discrete assessment tasks, independent of learning and teaching activities. 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. 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? Smoking and Vaping Enquiry-Based Learning Activity - Twinkl These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. Two Saints offers housing & support services in Berkshire, Hampshire (85%) and on the Isle of Wight. Progression step 1 Progression step 2 Progression step 3; These recommendations are based on Humanism. Includes strategy, reports, projects and assessments. 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. 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. As such phases and stages do not exist in the new curriculum. 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. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. iBSL is no longer a CCEA Regulation recognised awarding organisation. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2 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. For those providing EOTAS education, including PRUs, the, the CAMAU i'r Dyfodol project, a national research project designed to build capacity in understanding and developing progression from 3 to 16 across the curriculum in schools across Wales, primary schools should engage with leaders of funded non-maintained nursery settings, primary and secondary schools should engage with each other, primary and secondary schools should engage with leaders of PRUs, how future progression needs can be supported at home. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. Designing your curriculum 3. They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. When developing these processes, consideration should be given to using a wide variety of different communication means, for example, face-to-face, digital or written. 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. 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. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and New project to bring long-lasting support for Assessment and Progression The Curriculum for Wales framework guidance will be updated annually in January of each year. Non-essential cookies are also used to tailor and improve services. PDF Transition Plan 2022-25