These are as follows. 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. Progression Step 1 Nursery to Reception. 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. AoLE groups are working on this area over the Summer term. Create . The Four Purposes will be at the heart of our new curriculum. Families engage enthusiastically with this considered approach to homework. Our Preparation for the Curriculum for Wales 2022. Arithmetic . 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. It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. 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. 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. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. Schools and settings should encourage and enable parents and carers to: Schools and settings should engage external partners to: The principles of progression and the descriptions of learning, articulated in the Curriculum for Wales guidance, are intended to guide curriculum design and learning and teaching, with assessment arrangements and classroom practice being an integral part of both. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. 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. They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. Observational assessment should be used and practitioners should look for evidence of embedded learning to assess what a learner can do consistently and independently in a range of learning experiences. Developing and maintaining a shared understanding of progression means that practitioners, collectively within their school or setting and with other schools and settings together explore, discuss and understand: A shared understanding of progression therefore is integral to curriculum design and improving learning and teaching and is essential to support every learner to progress. 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. They will also have an important role in helping to identify and share good practice. Progression step 5. Statutory online personalised assessments are part of the wider assessment arrangements and are designed to help the practitioner and learner understand how a learners reading and numeracy skills are developing and what the next steps should be. The understanding a practitioner has of each individual learner, gained from assessment, is essential in supporting this process. These are: Progression Step 1 - age 3-5 Progression Step 2 - age 5-8 Progression Step 3 - age 8-11 Progression Step 4 - age 11-14 Progression Step 5 - age 14-16 Children can be anywhere on the progression line though. To ensure quality for our reviews, only customers who have purchased this resource can review it. The group, drawing on advice from experts, has developed high-level principles to provide broad direction for assessment at a national level. 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. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. Supporting materials on curriculum design, progression and assessment can be found on Hwb. Head teachers and governing bodies of secondary schools and their feeder primary schools must work together to plan to support learner progression, with a focus on effective communication between practitioners, learners and their parents and carers. 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. How each individual learner's progression will be supported as they . 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. An Assessment Working Group has been central to developing the new proposals. 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. 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. In the early years this will incorporateplay (problem solving,exploringideas, establishing connections and collaborating). 25 . The framework for evaluation, improvement and accountability aims to drive behaviours which positively support and enable our vision for curriculum and assessment, giving practitioners and school leaders the confidence to learn and improve their practice continually to best support learner progression. The way children learn in primary schools will be different. We've saved some files called cookies on your device. The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. Each school and settings curriculum must be designed to reflect the progression outlined in the principles of progression and drawing on the What Matters statements. 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. In terms of individual learner information, schools and settings must share information with parents and carers about: Sharing individual learner information with parents and carers must be done at least termly and need not be contained in large written reports but fed back in the best format determined by the head teacher. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. More information on each of these main participants is detailed below. 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. The Code sets out the ways in which a curriculum must make provision for all learners. Some of these may be specific to individual areas of learning and experience (Areas), some may apply across more than one Area and others may be specific to learners with additional needs. Communicating effectively with parents and carers on an ongoing basis is an important way to foster positive relationships in order to engage them in purposeful and meaningful dialogue. A summary of the public's response to recommendations on a new approach to curriculum and assessment. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. Equally, continuity of learning to support progression for learners is crucial at this stage in a learners journey. 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. According to one summary of the act: [1] For further support, please see Annex 1. Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. been dismissed. Create confident and capable mathematicians with accessible explanations and. I can listen to, understand and use basic concepts in language, e.g. 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. website. What structures and arrangements do you already have within your school or setting? This enables them to learn from each other in a supportive environment. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. 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. Art itself is not static, and its purposes, materials and methods are always evolving.'. 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). In doing so, they should build on structures and relationships that are already in place. Leia Curriculum for Wales: Progress in Computing for 11-14 years de George Rouse disponvel na Rakuten Kobo. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. 01 March 2023. The interim report focuses on learning resources. Guidance for school governors about the Curriculum for Wales 2022. The needs and progression of our learners and is central to our curriculum. It provides details to schools and settings providers of funded non-maintained nursery education (FNNE), pupil referral units (PRUs), other education other than at school (EOTAS) providers of the matters to which they must have regard to when making, implementing, reviewing and revising assessment arrangements and classroom practice integral to their curriculum. 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. This should be informed by a good understanding of child development. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. There has always been a choral tradition in Wales (some choirs having as many as 2,000 to 3,000 voices). In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. 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. Two Saints offers housing & support services in Berkshire, Hampshire (85%) and on the Isle of Wight. When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. 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. There is a clear link between these discussions and transition arrangements both within and between schools and settings. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. Progression step 1 Progression step 2 Progression step 3; These recommendations are based on Humanism. LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year (Poche) - EUR 37,58. 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. Progress and next steps will be . At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. When are students first introduced to key topics? 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. 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. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. engage with the providers of funded non-maintained nursery education whereby learners transition from a setting to their school, inviting them to participate in ongoing professional dialogue, engage with PRUs to which, or from which, they have learners transitioning and/or dual registered learners, inviting them to participate in ongoing professional dialogue. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. What relationships do you already have that could support professional dialogue about progression between schools and settings? CEO designate, responsible to the Board for all aspects of Two Saints operations, including delivering an ambitious strategy of transformational change. 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. 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. 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. Introduction Draft Curriculum for Wales 2022: Expressive Arts 04 A transformational curriculum The White Paper Our National Mission: A Transformational Curriculum1 set out the detailed legislative proposals for Curriculum for Wales 2022. As part of the exercise you will be asked for your thoughts on the proposals themselves, how they can be refined, and the support you feel you will need to turn the high level principles into a reality. 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. 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. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. 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 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. Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group. Although schools have faced a challenging time during the . More information can be found online. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners.