curriculum for wales 2022 progression steps
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. The principles of progression can offer schools an organising framework and shared narrative for their communications with parents and carers. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. A summary of individual learner information should be provided annually, the timing and format of which will be determined by the head teacher but which best supports the learners progress. 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. UPDATE: Now each table includes a column on the right for your own tracking information. Request a different format. Guidance for school governors about the Curriculum for Wales 2022. The Probability Practice Worksheets provide well crafted content that lifts the weight off the teacher's shoulders and instead puts the focus on the pupil getting great . types. 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? understanding group progress in order to reflect on practice. RSE pilot final report containing learning, reflections and suggestions for schools and settings. More information on each of these main participants is detailed below. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. 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. HWB.GOV.WALES uses cookies which are essential for the site to work. Now a new three-year project, Camau I'r Dyfodol, will help practitioners grow that meaningful understanding, helping it evolve as the curriculum evolves. Cookies are used to help distinguish between humans and bots on contact forms on this *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. We've saved some files called cookies on your device. From 31 January 2023, the Curriculum for Wales framework guidance has been updated. Published: 28/02/2023, 10:00am. 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. The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. For further support, please see Annex 1. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. Art itself is not static, and its purposes, materials and methods are always evolving.'. 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. This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. The proposals make it clear that assessment is an integral part of learning and teaching and should not be conflated with external accountability and national monitoring activities. They both must therefore be able to consider whether assessment arrangements are delivering the required purpose, to support learner progression, and to evaluate whether schools are using the assessment information, as part of their evaluation and improvement processes, in the right way to improve effectiveness. 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. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. 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. Further guidance to support schools has been provided in the Welsh Government document The Journey to 2022.. This should include both immediate next steps and longer-term objectives and goals that the learner should work towards to help keep them moving forward in their learning. 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. For further information about transition, please see the next section of this guidance. The principles of progression can provide schools and setting with an organising framework and shared focus for the type of information that may be relevant that is, information that reflects: School head teachers, teachers in charge of a unit, local authorities in relation to EOTAS other than in PRUs, and providers of FNNE should ensure that the information gathered on learner progression is proportionate and is used within the school or setting to directly support learner progression and inform teaching. 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. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. 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 New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. The changes are mainly additions or amendments to existing sections. 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. 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. 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. 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. To ensure quality for our reviews, only customers who have purchased this resource can review it. 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. 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 change includes a move to online Personalised Assessments from National Tests. Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. Despite this, music education in Wales did not exist before the early years of the 20th century. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. Key facts showing the percentage of learners and staff from BAME backgrounds. 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. 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. Governing bodies have a responsibility to support the head teacher and to provide appropriate challenge across the breadth of the schools activities. Practitioners should support and challenge learners effectively to ensure they each make progress. This should be achieved by embedding assessment into day-to-day practice in a way that engages the learner and makes it indistinguishable from learning. LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year (Poche) - EUR 37,58. Professional dialogue between practitioners within and across schools and settings must happen on an ongoing basis. Supporting learner progression assessment guidance. The group, drawing on advice from experts, has developed high-level principles to provide broad direction for assessment at a national level. This role should be supportive, building upon the practices already established at school or setting and cluster level, and should not be about external accountability. The full detail of these requirements can be found here with supporting information provided below. 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 will give practitioners the ability to come together nationally to discuss progression in Curriculum for Wales. How an understanding of child development is applied to support progression for all learners. An 'awsUploads' object is used to facilitate file uploads. The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. How might the outcomes of discussions within and between schools and settings feed into the school or settings curriculum and assessment design and self-evaluation processes. 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. Progression and the Curriculum for Wales 2022. I can listen to, understand and use basic concepts in language, e.g. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). Percentage , 3. It will be important for all practitioners to familiarise themselves with the detail. 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. Auteur: Laszlo Fedor. This incorporates Welsh,English andinternational languages as wellasin literature. This important focus is a means for schools and settings to ensure their curriculum, and the learning and teaching, helps raise the achievement of all and, in particular, the achievement and attainment of learners from disadvantaged backgrounds. 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. However, when assessing to award external qualifications the approach will build on the principles of Curriculum for Wales. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? 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. 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. 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. Table within Progression step 1 through 5, Column 1 refers to progression step 1 and carries on respectively. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. The draft arrangements will support professional dialogue between leaders, practitioners, learners, parents, carers and external partners and will include: Final assessment arrangements will be published before September 2023. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. 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. 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. Ethical, informed citizens who are ready to be citizens of Wales and the world. Conditions. 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. Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3.