curriculum for wales 2022 progression steps curriculum for wales 2022 progression steps

Therefore, to develop and maintain a shared understanding of progression, local authorities must make arrangements to: We recommend that local authorities encourage EOTAS providers to participate in discussions relating to progression when approached by a school to which, or from which, they have learners transitioning and/or dual registered learners. 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. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. GOV.WALES uses cookies which are essential for the site to work. How each individual learner's progression will be supported as they . The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? This is important to help them: spot any issues or extra support they need. 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. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. The aim is to help practitioners gain a clear picture of a learners achievements, plan appropriately, identify and seek additional support if needed, and report back to parents. iBSL is no longer a CCEA Regulation recognised awarding organisation. Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by). The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning. This includes planning to support Year 6 learners transition to secondary school. 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. A review and recommendations on including Welsh history and perspective in school education. Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. Encounters with employers and employees . It can also be used as a basis for communicating and engaging with parents and carers. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. 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. Finding your passion. By continuing to use this site, you agree to our use of cookies. 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. . Arithmetic . This enables them to learn from each other in a supportive environment. 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. In later years it will focus on working both independently and collaboratively. Our new Welsh Progression Steps Frameworks are now available. 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. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. Progression step 4. For a definition of school cluster group(s), please see the. Guidance for school governors about the Curriculum for Wales 2022. The teacher's role in building careers into the curriculum. The assessments must be taken annually in line with the statutory guidance provided in the, Increasing breadth and depth of knowledge, Deepening understanding of the ideas and disciplines within Areas, Refinement and growing sophistication in the use and application of skills, Making connections and transferring learning into new contexts, inform communications and engagement activity with parents and carers, support the transition of learners along the 3 to 16 continuum, help practitioners and leaders develop their understanding of progression, review and revise the curriculum and corresponding assessment arrangements, identify where improvement and support are needed as part of the school or settings self-evaluation process, their joint expectations for how learners should progress and how knowledge, skills and experiences should contribute to this in schools and settings curricula drawing on the principles of progression, statements of what matters and descriptions of learning, how to ensure coherent progression for learners throughout their learning journey and in particular at points of transition (for example, across and between primary and secondary school; across and between funded non-maintained nursery settings and primary schools, or schools and EOTAS providers; and from year to year within a school/setting). However, when assessing to award external qualifications the approach will build on the principles of Curriculum for Wales. 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. Non-essential cookies are also used to tailor and improve services. Our school curriculum has been developed using the principles of co-construction. Welsh Governments response to Audit Wales report on the Curriculum for Wales. This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. 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. When implementing their assessment arrangements, their own or those provided by Welsh Ministers, providers of funded non-maintained nursery education (FNNE) will, have to have regard to this guidance. 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. guidance to support settings in developing a shared understanding of progression, guidance to support the on-going assessment of progression for learners in funded non-maintained nursery settings. School and setting leaders are best placed to develop the most appropriate arrangements to enable practitioners to participate in professional dialogue for the purpose of developing a shared understanding of progression. To develop and maintain a shared understanding of progression, the head teacher and governing body of a school must put arrangements in place to enable all practitioners involved in learning and teaching to participate in ongoing professional dialogue: The head teacher and governing body of a school must also put arrangements in place to: To support practitioners to develop and maintain a shared understanding of progression, leaders of funded non-maintained nursery settings must: We also strongly advise them to participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression with schools into which their learners transition. Assessment should support practitioners in identifying the progress being made by an individual learner, and recording this, where appropriate, to understand the learners journey over different periods of time and in a variety of ways. . coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. PACEY. Designing your curriculum 3. Public Health Wales have published a warn and inform letter regarding scarlet fever an invasive streptococcal disease./ Mae Iechyd Cyhoeddus Cymru wedi cyhoeddi llythyr rhybuddio a hysbysu yngln thwymyn y Scarlet yn glefyd streptococol ymledol. Change), You are commenting using your Facebook account. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. Supporting materials on curriculum design, progression and assessment can be found on Hwb. The National Network will be an opportunity for all interested practitioners to get involved in national co-construction to address our shared challenges and opportunities. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). As such, practitioners should assess all learners across the 3 to 16 continuum based on the progression articulated in their school or settings curriculum and in their planned learning intentions. 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. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. 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. How an understanding of child development is applied to support progression for all learners. 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. This website and its content is subject to our Terms and 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. In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. How to use the curriculum planning support document is available as a pdf. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. From September 2022 it is statutorily required in primary and nursery education. Cookies are used to help distinguish between humans and bots on contact forms on this The New Curriculum for Wales progression steps will be implemented in September 2022. 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. It is for schools and settings to decide the nature of the arrangements they wish to put in place, ensuring that they are appropriate to their context. how 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. The data from this cookie is anonymised. developmentally appropriate relationships and sexuality education. Evaluation, improvement and accountability arrangements within the education system are separate to assessment arrangements but historically have been seen to influence how assessment is perceived and how it is undertaken. This should be achieved through: The role of the practitioner is to plan for and provide effective learning experiences that are appropriate to the age and development of each individual learner. An Assessment Working Group has been central to developing the new proposals. 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. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. 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. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. Understanding how learners progress is critical to the design of curriculum and assessment arrangements as well as classroom/setting planning and practice. More From Twinkl . in special schools, with practitioners from other special schools. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. This should be informed by a good understanding of child development. The Curriculum for Wales framework guidance will be updated annually in January of each year. 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. between progression steps with skill-checker activities at the start of each topic and review questions after each The Curriculum for Wales Guidance has been updated. According to one summary of the act: [1] UPDATED Curriculum for Wales 2022 Progression Steps 1-3 (All AoLEs) Subject: Welsh Age range: 5-7 Resource type: Other 0 reviews UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. Percentage , 3. However, Estyn and Governing Bodies, as well as local authorities and regional consortia, should not use assessment information as a proxy for standards in school, or to rank and compare schools. In addition, there is a Literacy and Numeracy Framework and a Digital Competency Framework which will embed literacy, numeracy and digital skills throughout all curriculum areas. The Curriculum for Wales Framework is being developed for settings and schools in Wales. Assessment is intrinsic to curriculum design and its overarching purpose within the curriculum is to support every learner to make progress. 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. Progress and next steps will be . Includes strategy, reports, projects and assessments. Published: 28/02/2023, 10:00am. 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. 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. Schools and settings have flexibility on what specifically they wish to discuss as part of this professional dialogue. The Statements of What Matters in learning are the basis of progression. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. It publishes the expert input, supporting materials, and outputs of these conversations on the. 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. Progression and the Curriculum for Wales 2022. Therefore, supporting learner progression is a requirement for all maintained schools and settings. 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. NSW Law Society of New South Wales, NSW Young Lawyers - The NSW Young Lawyers Mentoring Program unites newly admitted lawyers seeking guidance and support with more experienced lawyers who are willing to volunteer their time to assist those just starting out in their careers. Progression Step 1 Nursery to Reception. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. You can change your cookie settings at any time. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. 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. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. There are 5 Progression Steps covering typical development from 3 years to 16 years. VENDRE! January has been chosen to fit best with curriculum planning cycles in schools and settings. The curriculum published by Welsh Ministers is the starting point for discussions for funded non-maintained settings that choose to adopt it. by default and whilst you can block or delete them by changing your browser settings, some The curriculum is underpinned by the school's Christian vision and associated values. Tes Global Ltd is These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. Theyll work with their teachers to understand how well theyre doing. Livraison gratuite partir de 20 . Healthy, confident individuals who . Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. 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. 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. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. Confidently deliver Computing for the new Curriculum for Wales and develop students' ICT skills with the interactive, ac. 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.