When are students first introduced to key topics? Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. Secondary schools were given a choice of whether to teach it to Year 7 in 2022/23, as originally planned, or wait a further year until it also becomes statutory for Year 8 in September 2023. The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . While the provision of personalised assessment reports to parents and carers is a statutory requirement, this is only a small element of what may be provided and should be considered in the context of the wider communication and engagement process with parents and carers. 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. How each individual learner's progression will be supported as they . 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. The way children learn in primary schools will be different. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? Personal statements will not be changing for 2024 entry. Governing bodies have a responsibility to support the head teacher and to provide appropriate challenge across the breadth of the schools activities. 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. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. 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. 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. Ratings & Reviews. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. 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. 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. 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 Leaders may wish to consider the questions below in doing this. 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. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. 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. Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. registered in England (Company No 02017289) with its registered office at Building 3, A vision statement developed by the group. the pace and challenge of expectations the process of developing a shared understanding enables practitioners and schools and settings to explore whether their expectations for learners are sufficiently challenging and realistic and whether any support is required by individuals, further supporting equity for all learners, provide ongoing opportunities for practitioners to reflect on their understanding of progression and how it is articulated in their curriculum, thus feeding into their curriculum and assessment design, planning and self-evaluation and improvement processes, provide ongoing opportunities for practitioners to compare their thinking to other similar schools and settings, providing a level of consistency of expectation while retaining local flexibility, strengthen understanding of approaches and practice between schools and settings, including, where relevant, funded non-maintained nursery settings, PRUs and other EOTAS providers, within their school; and across their school cluster group(s). Ga naar zoeken Ga naar hoofdinhoud. Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. The data from this cookie is anonymised. 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. This is important to help them: spot any issues or extra support they need. According to one summary of the act: [1] This website and its content is subject to our Terms and It will be important for all practitioners to familiarise themselves with the detail. These can be considered as both longitudinal and cross-sectional. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. It opens an important period for engagement with practitioners, with feedback invited until 19 July. It differs to some extent in structure and content to other parts of the United Kingdom, in the later case particularly in . What structures and arrangements do you already have within your school or setting? In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. Non-essential cookies are also used to tailor and improve services. Theyll work with their teachers to understand how well theyre doing. 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. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. 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. An Assessment Working Group has been central to developing the new proposals. 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. What relationships do you already have that could support professional dialogue about progression between schools and settings? 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. How could these evolve, be adapted or be improved to enable practitioners to come together to discuss progression? This will give practitioners the ability to come together nationally to discuss progression in Curriculum for Wales. Practitioners should support and challenge learners effectively to ensure they each make progress. The first teaching of all year groups from primary school to Year 7 will begin in September 2022 and the new curriculum will roll out year-on-year from this point. 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. understanding group progress in order to reflect on practice. The Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. New Curriculum for Wales. The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. 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. Change), You are commenting using your Facebook account. Learners should be involved in the transition process to provide insight into what motivates them, what their preferences are, how they learn, what barriers there may be to their learning, and what their strengths and areas for development are, as well as to suggest potential next steps. Non-essential cookies are also used to tailor and improve services. Progression step 1 Progression step 2 Progression step 3; These recommendations are based on Humanism. 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. Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. . Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, Safety and Child Protection. There is a clear link between these discussions and transition arrangements both within and between schools and settings. 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. Progression step 3. This understanding can contribute to processes of self-evaluation and continuous improvement. Staff know their pupils well. The proposal is that funded non-maintained settings and schools will be required to provide a 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. Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. 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. 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. They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. From September 2022 it is statutorily required in primary and nursery education. 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). Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. . Progression is not linear and different learners are likely to progress in markedly different ways. 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. 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. Healthy, confident individuals who . From 31 January 2023, the Curriculum for Wales framework guidance has been updated. Two Saints offers housing & support services in Berkshire, Hampshire (85%) and on the Isle of Wight. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. When developing these processes, consideration should be given to using a wide variety of different communication means, for example, face-to-face, digital or written. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. It grouped school years between the ages of five and sixteen into four "key stages". Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. Reflecting on a learners progress over time will enable practitioners to provide feedback and help plan their future learning, including any interventions, additional support or challenge that may be required. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. Supporting materials on curriculum design, progression and assessment can be found on Hwb. 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. 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. 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. Then choose a task for your pupils or ask them to choose between the two. 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. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. 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. 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. 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. This focuses on understanding what it means to make progress in a given area or discipline as learners increase the depth, breadth and sophistication of their knowledge and understanding, skills and capacities, and attributes and dispositions.
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