(LogOut/ 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. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. Listening for meaning. A vision statement developed by the group. 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. The new achievement outcomes for each progression step will not be used to make best fit judgements. 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 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. Assessment has three main roles in the process of enabling learner progression: When planning and delivering learning experiences, practitioners should be clear about the specific role of each assessment being undertaken, and what the understanding gained from assessment will be used for and why. Schools and settings should plan a range of assessment methods and techniques that are fit-for-purpose and support progression across the breadth of the curriculum. For a definition of school cluster group(s), please see the. Poster outlining the 4 purposes of education for children and young people. 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. 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. This sets out the 3 phases that form the iterative process of curriculum design for schools and settings (engagement; designing, planning and trialling; and evaluation and preparing for first teaching). Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. For further support, please see Annex 1. The necessary cookies set on this website are as follows: A 'sessionid' token is required for logging in to the website and a 'crfstoken' token is Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. 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. Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. Who has developed the assessment proposals? 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 As such, assessment for qualifications is separate to this guidance. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. Curriculum for Wales 2022 Following a comprehensive curriculum review, the Welsh Government has developed an exciting new curriculum that aims to create a successful and exciting future for all the children and young people of Wales. For ease, links to the relevant sections of this guidance will be provided in the Welsh Ministers assessment arrangements guidance for funded non-maintained nursery settings. These statements articulate the 'big ideas' which learners explore and develop learning in. Change), You are commenting using your Twitter account. Effective engagement with parents and career can also provide assurances to parents in respect of their learners progress, the realisation of the curriculum and the support being offered to learners. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. A clear, holistic picture of the learners progression across the school curriculum should be provided to support their continuing journey along the continuum of learning. In reality, some discussions between secondary schools and their feeder primary schools may contribute to both developing and maintaining a shared understanding of progression and supporting transition arrangements. Careers education comprises three distinct elements - lessons specifically on careers, embedding careers in the curriculum, and gaining experience of the world of work. As they make progress along the continuum with increasing independence, learners should be supported and encouraged to: Parents, carers and external partners have an important role to play and schools and settings should engage with them so that they can support learner progression in an appropriate way. In doing this, they have ensured flexibility for funded non-maintained settings and schools to plan assessment appropriately to support their curricula at a local level. This incorporates biology, chemistry, physics,computer science anddesign and technology. Understanding how learners progress is critical to the design of curriculum and assessment arrangements as well as classroom/setting planning and practice. How will you ensure that the discussions within a school or setting can feed into dialogue across schools and settings and vice versa and that these have a positive impact on planning, learning and teaching? used to prevent cross site request forgery. AoLE groups are working on this area over the Summer term. Schools and settings have flexibility on what specifically they wish to discuss as part of this professional dialogue. Children will continue to be assessed and this will focus on ensuring that all pupils understand where they are and what they need to do next in order to progress. These could include regular whole staff meetings, departmental meetings and cross-department groups. Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, . CEO designate, responsible to the Board for all aspects of Two Saints operations, including delivering an ambitious strategy of transformational change. The learner should be at the centre of the transition process. This is a move away from the current system where judgements are made on the overall attainment of a learner in a subject at a specific age through the allocation of a level on a best fit basis. 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. Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. You can change your cookie settings at any time. The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. 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. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. Progression Steps will take the form of a range of Achievement . It publishes the expert input, supporting materials, and outputs of these conversations on the. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. 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. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents The Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. Tell the story of Wales over the last 1000 years, as you discover how Welsh history, cynefin , culture and language are connected, from the past to the present. When are students first introduced to key topics? Track - Monitor coverage and progress across the five progression steps to help identify next steps for individual pupils and whole cohorts. As such phases and stages do not exist in the new curriculum. Further guidance to support schools has been provided in the Welsh Government document The Journey to 2022.. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. Formative assessment* will have priority under the new arrangements with the focus on ensuring that learners understand how they are progressing and what they need to do next. Much work has been done to identify key areas for development in light of local & national priorities. Then choose a task for your pupils or ask them to choose between the two. The interim report focuses on learning resources. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. experiences and skills for careers and the workplace, learning about local, national and international contexts. 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. These are set 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 group, drawing on advice from experts, has developed high-level principles to provide broad direction for assessment at a national level. 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. 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. If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. Assessment is intrinsic to curriculum design and its overarching purpose within the curriculum is to support every learner to make progress. 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. developmentally appropriate relationships and sexuality education. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. Ga naar zoeken Ga naar hoofdinhoud. Key facts showing the percentage of learners and staff from BAME backgrounds. 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. 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. 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. Maths Week is an event that you can hold at your school at any time of the year to promote the importance of mathematical skills and show how we use mathematics and numeracy in our everyday lives. 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. How and why we are changing the curriculum. 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.
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