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. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. 2 Mar 2023. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. UPDATE: Now each table includes a column on the right for your own tracking information. Curriculum for Wales 2022 - NDNA The changes are mainly additions or amendments to existing sections. The Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. For further information about transition, please see the next section of this guidance. 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. 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. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. You can change your cookie settings at any time. The change includes a move to online Personalised Assessments from National Tests. A vision statement developed by the group. A summary of the public's response to recommendations on a new approach to curriculum and assessment. They will be the starting point for all decisions on the content and experiences developed as part of the curriculum to support our children and young people to be: The curriculum will be organised into 6 Areas of Learning and Experience: This area incorporates art, dance, drama, film and digitalmedia and music. Two Saints offers housing & support services in Berkshire, Hampshire (85%) and on the Isle of Wight. 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 new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. 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. 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. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. DOWNLOAD ALL Identifying key chemistry skills The chemistry skills template (progression step 4) offers a template and example, summarising the skills developed during progression step 4, as outlined in the curriculum planning support document. St Pauls Place, Norfolk Street, Sheffield, S1 2JE. As such phases and stages do not exist in the new curriculum. Curriculum Wales 2022 | Trealaw Primary School We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. Mathematics Progression Points Year 3 (PDF) - uniport.edu Change), You are commenting using your Facebook account. Curriculum for Wales 2022 | Mount Stuart Primary 03rd March 2023. 13 Feb 2023. Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. The teacher's role in building careers into the curriculum. Literacy and Numeracy Framework - Hwb This incorporates physical health anddevelopment, mental health and emotionaland social well-being. 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. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. 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? 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. 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. Assessment will be part of your childs learning every day. 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. *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. 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. developmentally appropriate relationships and sexuality education. Our mission is to provide people with homes and specialist support so they feel more valued and secure, and ready to take the next steps. Our Preparation for the Curriculum for Wales 2022. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. Non-essential cookies are also used to tailor and improve services. 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. 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. by default and whilst you can block or delete them by changing your browser settings, some An outline of how the outcomes of these discussions will be captured to inform a school/settings self-evaluation processes and how their subsequent improvement priorities in turn help identify the areas for consideration during these conversations. Schools can use our assessment frameworks to help prepared for the new Curriculum for Wales 2022. Principles of progression Mandatory In the Mathematics and Numeracy Area the model of progression is based on the development of five interdependent proficiencies, outlined below. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. 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. Livraison gratuite partir de 20 . Careers education comprises three distinct elements - lessons specifically on careers, embedding careers in the curriculum, and gaining experience of the world of work. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). What practical support might you need in doing this? It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. between progression steps with skill-checker activities at the start of each topic and review questions after each how their expectations for progression compare to those of other schools and settings, to ensure coherence and equity across the education system and a sufficient pace and challenge in their approach to progression in their curriculum and assessment arrangements. 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. This should be informed by a good understanding of child development. How could you work together to improve current arrangements and ways of working to support these discussions? Despite this, music education in Wales did not exist before the early years of the 20th century. Latest updates on School Self-evaluation, Accountability and Progression , 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. profitez du shopping sans soucis. 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. The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. Progression Step 1 - Wales - Twinkl Resources - Twinkl 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. In later years it will focus on working both independently and collaboratively. We want a curriculum that meets every individual learner's needs: that feels relevant to the pupil who's hard to engage, and so fosters that connection and awakens that interest, that recognises their progression and the knowledge, skills and experiences they need. However, when assessing to award external qualifications the approach will build on the principles of Curriculum for Wales. 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. The understanding a practitioner has of each individual learner, gained from assessment, is essential in supporting this process. 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. 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. Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group. Poster outlining the 4 purposes of education for children and young people. Qualifications Wales is working with stakeholders to co-construct a coherent and inclusive choice of bilingual qualifications for schools that aligns to Curriculum for Wales and meets the needs of all learners. 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. 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. Curriculum for Wales | Sub-topic | GOV.WALES Something went wrong, please try again later. 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. 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. Assessment planning and practice, built into the curriculum and classroom practice, should recognise this and allow for a variety of diversions, stops and variations in pace in a learners journey. 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). (LogOut/ What is the difference between current teacher assessments and the proposals for assessment to support the new curriculum? There are a number of fundamental matters that schools and settings should consider when making assessment arrangements to support their curriculum and providing learning experiences in the classroom. 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. CEO designate, responsible to the Board for all aspects of Two Saints operations, including delivering an ambitious strategy of transformational change. The independent Audit Wales report on the Curriculum for Wales published on 26 May recognised the integrated nature of the wider education reform agenda: the fundamental importance of professional learning and pedagogy, the work on school improvement, self-evaluation and accountability, the reform of qualifications, and the important role of Change), You are commenting using your Twitter account. 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. International Women's Day in Wales Powerpoint (Teacher-Made) Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. The group, drawing on advice from experts, has developed high-level principles to provide broad direction for assessment at a national level. 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. 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. Education in Wales - Wikipedia about a learners overall progression at a set age or point in time. Our cookies ensure you get the best experience on our website. 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. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have The curriculum has been reformed at a national level in order to raise standards, reduce the attainment gap between students and equip young people with the skills they need to live in todays ever-changing society. This helps ensure that learners make continuous progress and supports them to progress over time. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. It can also be used as a basis for communicating and engaging with parents and carers. Curriculum for Wales (2022-present) - Wikipedia Republished // WIKI 2 Our new Welsh Progression Steps Frameworks are now available. Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. The learner should be at the centre of the transition process. Music education in Wales - Wikipedia It differs to some extent in structure and content to other parts of the United Kingdom, in the later case particularly in . It publishes the expert input, supporting materials, and outputs of these conversations on the. UPDATED Curriculum for Wales 2022 Progression Steps 1-3 (All AoLEs) Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. Our next step as a department is to consider progression within maths by looking at how students' understanding of key concepts develops over time. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. Assessment should also enable practitioners and leaders within the schools, and, where appropriate, in settings, to understand to what extent and in what ways different groups of learners are making appropriate progress. 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. Wales' new curriculum and assessment arrangements are being built on Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. Sets out the 27 statements of what matters across the 6 areas of learning and experience. Non-essential cookies are also used to tailor and improve services. Curriculum for Wales: Statements of What Matters Code Progress and next steps will be . Curriculum for Wales: History for 11-14 years su Apple Books By continuing to use this site, you agree to our use of cookies. The other steps are: . 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. There has always been a choral tradition in Wales (some choirs having as many as 2,000 to 3,000 voices). 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. School curriculum overhaul for Wales published - BBC News This website and its content is subject to our Terms and Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. Dialogue informed by the information that flows from assessing learner progress can help build a shared understanding of progression within and across schools to ensure progress is being made at an appropriate pace and learning and teaching is providing appropriate challenge and support for all learners. LS Wellbeing workbook ALL States 2022 12 15 - Studocu . Designing your curriculum 3. You can change your cookie settings at any time. How to use the curriculum planning support document is available as a pdf. Assessment should not be carried out for the purpose of accountability. Key facts showing the percentage of learners and staff from BAME backgrounds. For a definition of school cluster group(s), please see the. 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. We . 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.