St Pauls Place, Norfolk Street, Sheffield, S1 2JE. Working within the Curriculum for Wales framework, overall assessment arrangements at a school or setting level are a matter for individual schools and settings to determine as they design their own curriculum. Progression Steps will take the form of a range of Achievement . The Curriculum for Wales Guidance has been updated. The new curriculum is a continuum of learning for children from 3 to 16 years of age. Non-essential cookies are also used to tailor and improve services. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. This incorporates physical health anddevelopment, mental health and emotionaland social well-being. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. It will affect all schools except independent schools. Finding your passion. The national approach to professional learning (NAPL), Curriculum and Assessment (Wales) Bill: Overview, Teaching about the multiethnic nature of Wales: teachers prompt sheet, Preparing learners for a new Curriculum: guidance for governors, Successful futures: report on responses to the great debate, Cwricwlwm Cymreig review group: final report, Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group: interim report, Relationships and sexuality education (RSE) pilot in schools: final report, The Curriculum Requirements (Amendment of paragraph 7(5) of Schedule 17 to the Coronavirus Act 2020) (Wales) Regulations 2020, Scoping study for the evaluation of the curriculum and assessment reforms in Wales: government response, Notice to disapply curriculum requirements, Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group: final report, The Curriculum and Assessment (Wales) Bill: impact assessments, Mandatory status of English in the Curriculum and Assessment (Wales) Bill: summary of responses, The Curriculum and Assessment (Wales) Act: explanatory memorandum, Curriculum for Wales: Statements of What Matters Code, Modification of Curriculum Requirements in Wales Notice 2021, Curriculum for Wales: Relationships and Sexuality Education (RSE) Code, Black, Asian and Minority Ethnic Communities (BAME), Contributions and Cynefin in the New Curriculum Working Group, Audit Wales report on the new Curriculum for Wales: government response, Teaching about the multiethnic nature of Wales: vision statement, Annual report on implementation of the recommendations from the Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group report, Direction relating to developing and maintaining a shared understanding of progression. 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 A timetable for various meetings/engagement opportunities. position and comparison. How to use the curriculum planning support document is available as a pdf. More detailed reviews of our curriculum will take place on a rolling basis over . Schools and settings should develop and implement processes to support effective two-way communication and engagement with parents and carers. 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. 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. Despite this, music education in Wales did not exist before the early years of the 20th century. Explore all your options and start planning your next steps. Enterprising, creative contributors who are ready to play a full part in life and work. Non-essential cookies are also used to tailor and improve services. Our customer service team will review your report and will be in touch. 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. 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. This should be achieved through: The role of the learner is to participate in and contribute to the learning process in a way that is appropriate to their age and stage of development. 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. 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. This includes planning to support Year 6 learners transition to secondary school. Preparing students for interviews. There are 5 Progression Steps covering typical development from 3 years to 16 years. Around this time, sisters Gwendoline and Margaret Davies - granddaughters of Welsh industrialist David Davies and owners of Gregynog, a country estate in the county of . 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. 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. 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. 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. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. types. by default and whilst you can block or delete them by changing your browser settings, some These will help learners, teachers, parents and carers to understand if appropriate progress is being made. developmentally appropriate relationships and sexuality education. Estyn also have a duty to inspect in accordance with the legislation. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. profitez du shopping sans soucis. What structures and arrangements do you already have within your school or setting? Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by). The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. RSE pilot final report containing learning, reflections and suggestions for schools and settings. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. However, when assessing to award external qualifications the approach will build on the principles of Curriculum for Wales. 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. The curriculum has been made in Wales but shaped . September 2022:All maintained schools and settings using the new curriculum and assessment arrangements. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. These statements articulate the 'big ideas' which learners explore and develop learning in. What practical support might you need in doing this? Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. 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 To ensure quality for our reviews, only customers who have purchased this resource can review it. Listening for meaning. 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. This refers to particular elements, in addition to the above, that each school or setting may choose to develop and implement in their own context to support assessment practice. 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. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. Create . In later years it will focus on working both independently and collaboratively. 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. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. We use 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. 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. (LogOut/ 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. put arrangements in place to enable all of those involved in learning and teaching to participate in professional dialogue progression within their setting, put arrangements in place to enable all practitioners involved in learning and teaching to participate in ongoing professional dialogue within the setting, support the persons employed, or otherwise engaged by it, to provide a curriculum for non-PRU EOTAS learners to come together to participate in on-going professional dialogue to develop and maintain a shared understanding of progression, Support the same persons to have on-going professional dialogue with practitioners from relevant schools and settings to support dual-registered learners, ensure that the providers they engage to deliver appropriate curricula for learners who receive EOTAS provision other than in a PRU also participate in on-going professional dialogue within their setting/organisation to develop and maintain a shared understanding of progression relating to the aspects of the curriculum that they provide, a school/settings improvement priorities, how practitioners understanding of progression is developing within their school/setting, the manner in which their learners are making progress, sets out the arrangements that enable practitioners to participate in professional dialogue to develop and maintain a shared understanding of progression, outlines how the outcomes of this dialogue will inform future discussions, curriculum and assessment design and learning and teaching, is kept under review and revisited regularly to ensure that the arrangements remain fit for purpose. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. It differs to some extent in structure and content to other parts of the United Kingdom, in the later case particularly in . The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year (Poche) - EUR 37,58. Mrs Owen Dosbarth 6 Years 5 & 6 Arloeswyr Innovators Progression steps 2 & 3; RRSA- Rights Respecting Schools Award; . . Understanding how learners progress is critical to the design of curriculum and assessment arrangements as well as classroom/setting planning and practice. I can listen to, understand and use basic concepts in language, e.g. To develop and maintain a shared understanding of progression, the teacher in charge and management committee of a PRU, and the local authority that maintains it, must: We strongly advise that PRUs participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression when approached by schools to which, or from which, they have learners transitioning and/or dual registered learners. There is a clear link between these discussions and transition arrangements both within and between schools and settings. This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. Learners progression should be assessed in relation to the breadth of the school or settings curriculum, which is designed to reflect the principles of progression, and informed by the descriptions of learning. However, when coming together to develop their understanding of progression, we envisage primary and secondary school practitioners will consider not only progression at Year 6 and Year 7 but the 3-16 continuum as a whole. 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). The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. In line with the new curriculum, the legislation to come into effect in September 2022 set out how arrangements to assess progression must be designed alongside the curriculum, with requirements on schools that include for every learner: ongoing assessment throughout the school year to assess progress; identification of next steps in progress . The curriculum has been developed based on a report commissioned in 2014. This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. January has been chosen to fit best with curriculum planning cycles in schools and settings. Local authorities and regional consortia have an important role in ensuring that all practitioners have an opportunity to participate in meaningful professional dialogue for the purposes of developing a shared understanding of progression. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. Women Lawyers Association of NSW - An opportunity for female law . The changes are mainly additions or amendments to existing sections. 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. These are set between progression steps with skill-checker activities at the start of each topic and review questions after each This is important to help them: spot any issues or extra support they need. To be truly effective all those involved with a learners journey need to collaborate and work together. The group will review learning resources and professional training in relation to the teaching of Black, Asian and Minority Ethnic (BAME) history, Welsh history and cynefin. (LogOut/ engage with non-PRU EOTAS providers 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: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. 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. Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. Our school curriculum has been developed using the principles of co-construction. However, information that flows from assessing learner progress can contribute to the evidence of learner progress in a school, both its extent and pace, and will be used to support the professional dialogue needed to underpin self-evaluation processes. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. There is a new curriculum in Wales which will be mandatory from September 2022. 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. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. 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 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. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. Details of the statutory requirements for the production of transition plans to support the transition process can be found in the summary of legislation section of the Curriculum for Wales guidance. 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. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. Ratings & Reviews. Assessment proposals will be part of the draft Curriculum for Wales 2022, to be published on 30 April 2019.