I can listen to, understand and use basic concepts in language, e.g. Curriculum for Wales 2022 What Matters What are they? 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. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. Our new Welsh Progression Steps Frameworks are now available. Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. The interim report focuses on learning resources. (LogOut/ They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. We use Curriculum designers should be aware that non-religious worldviews are diverse and should consider teaching a range of non-religious worldviews / philosophical convictions as set out in the Welsh Government legislative summary. In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. The way children learn in primary schools will be different. By continuing to use this site, you agree to our use of cookies. 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? To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. The new achievement outcomes for each progression step will not be used to make best fit judgements. 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. . Ratio and Proportion , 4. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Mathematics and Numeracy. 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. This is your chance to get to know the new curriculum and make your contribution. 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. These include the key principles and purpose of assessment as outlined in this guidance along with other statutory guidance published alongside subordinate legislation such as the guidance to Support Transition from Primary to Secondary schools. When designing their curriculum, schools and settings should consider what information that flows from assessing learner progress needs to be gathered and recorded in order to illustrate and record progress in learning, along with when this should take place and in what level of detail. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. 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. 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 These statements articulate the 'big ideas' which learners explore and develop learning in. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. 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. They are not a series of criteria to be directly assessed against, nor can they be assessed by discrete assessment tasks, independent of learning and teaching activities. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. 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. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. The new curriculum for Wales has removed levels, replacing them with Progression Steps. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. To be truly effective all those involved with a learners journey need to collaborate and work together. Four overarching aims guide the entire curriculum. Change). between progression steps with skill-checker activities at the start of each topic and review questions after each From September 2022 it is statutorily required in primary and nursery education. The focus of discussions regarding progression will naturally evolve over time as schools and settings move through the phases of curriculum design into first teaching and then ongoing review and improvement. This will give practitioners the ability to come together nationally to discuss progression in Curriculum for Wales. about a learners overall progression at a set age or point in time. 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. 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. 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. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and 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 aim is to help practitioners gain a clear picture of a learners achievements, plan appropriately, identify and seek additional support if needed, and report back to parents. Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . Women Lawyers Association of NSW - An opportunity for female law . Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by). smooth transitions a shared understanding across a school cluster ensures the best possible transitions within and between nursery schools and primary schools and primary and secondary school for learners, as institutions will understand what and how learners have been learning and will be learning and what their next steps in learning should be to support their education and well-being. These are as follows. The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. It takes the form of a series of six workshops, with support materials, designed to be used by groups of practitioners who will work as a community of enquiry to develop their understanding of progression across the curriculum and, thus, build their capacity in their own context to plan and use assessment approaches which support learning progression. In later years it will focus on working both independently and collaboratively. 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. An Assessment Working Group has been central to developing the new proposals. 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. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. PACEY. 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. UPDATED Curriculum for Wales 2022 Progression Steps 1-3 (All AoLEs) Subject: Welsh Age range: 5-7 Resource type: Other 0 reviews UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. 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. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. Assessment should support practitioners in identifying the progress being made by an individual learner, and recording this, where appropriate, to understand the learners journey over different periods of time and in a variety of ways. Our Preparation for the Curriculum for Wales 2022. Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. on-entry assessment arrangements for funded non-maintained nursery settings. Following a feedback period which ended in July 2019, the refined version will be available in January 2020, which will be used throughout Wales from 2022. This focus does not relate to external reporting, but contributes to a school or settings understanding of what it needs to know and reflect on about its learners in order for them all to maximise their potential, as well as its identification of specific challenges and support that particular groups or individual learners might need. It opens an important period for engagement with practitioners, with feedback invited until 19 July. Discover. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. Progression is not linear and different learners are likely to progress in markedly different ways. In Wales, the following subjects are included in the ks2 Welsh curriculum: English Welsh Welsh second language mathematics science design and technology information and communication technology history geography art and design music physical education The above video may be from a third-party source. This understanding can contribute to processes of self-evaluation and continuous improvement. It publishes the expert input, supporting materials, and outputs of these conversations on the. Averages , 5. functionality such as being able to log in to the website will not work if you do this. Curriculum for Wales (2022-present) From Wikipedia, the free encyclopedia 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. 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. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. Livraison gratuite partir de 20 . profitez du shopping sans soucis. How to use the curriculum planning support document is available as a pdf. Explore all your options and start planning your next steps. The teacher's role in building careers into the curriculum. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. 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. The curriculum has been developed based on a report commissioned in 2014. The curriculum sets out "what matters" and "progression steps" for each learning area. Progression Steps and how they complement each other. . 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. These can be considered as both longitudinal and cross-sectional. Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group. 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. 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. 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. Effective self-evaluation will involve schools and settings reflecting on their approaches to planning, developing and implementing curriculum and assessment arrangements, to ensure they are supporting learner progression. 03rd March 2023. 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. 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. The other steps are: The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. By continuing to use this site, you agree to our use of cookies. iBSL is no longer a CCEA Regulation recognised awarding organisation. 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. The proposal is that funded non-maintained settings and schools will be required to provide a 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. Progression and the Curriculum for Wales 2022. Curriculum for Wales Curriculum for Wales Changes to the Curriculum for Wales guidance Supporting materials for curriculum, assessment and evaluating learner progress Practical support for curriculum development, quality assurance and self-evaluation Learn more Getting started Introduction to Curriculum for Wales guidance guidance to support settings in developing a shared understanding of progression, guidance to support the on-going assessment of progression for learners in funded non-maintained nursery settings. 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. HWB.GOV.WALES uses cookies which are essential for the site to work. 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. 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. The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. The guidance document will be published in January 2020. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. Designing your curriculum 3. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. The context of the review says 'Art is a rich and varied set of practices central to human civilisation. The importance of play and playful learning, being outdoors, observation and authentic and purposeful learning. 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. 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. Progress and next steps will be . 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. Leia Curriculum for Wales: Progress in Computing for 11-14 years de George Rouse disponvel na Rakuten Kobo. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. The New Curriculum for Wales progression steps will be implemented in September 2022. in special schools, with practitioners from other special schools. *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. 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. Tes Global Ltd is Conditions. Word documents with the Descriptions of Learning for Progression Steps 1, 2 and 3 for all Areas of Learning in the new Curriculum for Wales 2022. Guidance for school governors about the Curriculum for Wales 2022. Progression Steps will take the form of a range of Achievement . 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. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Curriculum for Wales: Progression Code PDF 603 KB This file may not be accessible. This professional dialogue is important to: To support this ongoing professional dialogue, all those participating in discussions should do so on an equal basis with practitioners sharing and reflecting on their own experiences of the learning process and of supporting learners to progress. Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. Ethical, informed citizens who are ready to be citizens of Wales and the world. Progression and the Curriculum for Wales 2022 'Successful Futures' recommended a change from the current phases and key stages to a continuum of learning from 3 - 16 years old. This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. The curriculum published by Welsh Ministers is the starting point for discussions for funded non-maintained settings that choose to adopt it. Information on any support, interventions or additional needs required for the learners development should also be shared. Helping students think about money while choosing a university . Therefore, to develop and maintain a shared understanding of progression, local authorities must make arrangements to: We recommend that local authorities encourage EOTAS providers to participate in discussions relating to progression when approached by a school to which, or from which, they have learners transitioning and/or 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. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. 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. This incorporates physical health anddevelopment, mental health and emotionaland social well-being. Non-essential cookies are also used to tailor and improve services. What relationships do you already have that could support professional dialogue about progression between schools and settings? 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. This should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. a revised journey to curriculum roll-out section to reflect the fact that the curriculum is now being implemented, corrections to issues with definitions and hyperlinks, more clarity through minor amends to narrative following feedback, Introduction to Curriculum for Wales guidance, Curriculum for funded non-maintained nursery settings, Curriculum in Wales: Planning and priority guide, Consultations on additional Curriculum for Wales guidance, Education is changing: information for parents, carers and young people, improve our website by collecting and reporting information on how you use it. More From Twinkl . Much work has been done to identify key areas for development in light of local & national priorities. 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.
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