It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. When are students first introduced to key topics? This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. What structures and arrangements do you already have within your school or 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. The context of the review says 'Art is a rich and varied set of practices central to human civilisation. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. 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. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. registered in England (Company No 02017289) with its registered office at Building 3, The new curriculum for Wales has removed levels, replacing them with Progression Steps. 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. Progression Steps and Achievement Outcomes . 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. 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. An outline of how the outcomes of these discussions will be captured to inform a school/settings self-evaluation processes and how their subsequent improvement priorities in turn help identify the areas for consideration during these conversations. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Despite this, music education in Wales did not exist before the early years of the 20th century. Curriculum for Wales Blog | A curriculum for life coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. Progression step 3. on-entry assessment arrangements for funded non-maintained nursery settings. 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. This should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. 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. Sets out the 27 statements of what matters across the 6 areas of learning and experience. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. 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. Schools and settings should develop and implement processes to support effective two-way communication and engagement with parents and carers. 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 An indication of most appropriate practitioners to contribute to the most relevant discussions in supporting learner progression (depending on the focus of the discussions under consideration). 01 March 2023. 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. According to one summary of the act: [1] by default and whilst you can block or delete them by changing your browser settings, some Progression and the Curriculum for Wales 2022. Much work has been done to identify key areas for development in light of local & national priorities. A review and recommendations on including Welsh history and perspective in school education. The other steps are: Progress and next steps will be . 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 Four Purposes will be at the heart of our new curriculum. They also have a role in establishing processes which support the engagement and involvement of EOTAS settings with primary and secondary schools or PRUs with whom they have relationships due to the movement of learners between them. Explore all your options and start planning your next steps. In terms of individual learner information, schools and settings must share information with parents and carers about: Sharing individual learner information with parents and carers must be done at least termly and need not be contained in large written reports but fed back in the best format determined by the head teacher. Mrs Owen Dosbarth 6 Years 5 & 6 Arloeswyr Innovators Progression steps 2 & 3; RRSA- Rights Respecting Schools Award; . Assessment Software for Curriculum for Wales 2022 - B Squared Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. January has been chosen to fit best with curriculum planning cycles in schools and settings. To develop and maintain a shared understanding of progression, the head teacher and governing body of a school must put arrangements in place to enable all practitioners involved in learning and teaching to participate in ongoing professional dialogue: The head teacher and governing body of a school must also put arrangements in place to: To support practitioners to develop and maintain a shared understanding of progression, leaders of funded non-maintained nursery settings must: We also strongly advise them to participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression with schools into which their learners transition. Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? Progression is not linear and different learners are likely to progress in markedly different ways. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. 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. Assessment and the new curriculum | Curriculum for Wales Blog 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. Our mission is to provide people with homes and specialist support so they feel more valued and secure, and ready to take the next steps. What is the difference between current teacher assessments and the proposals for assessment to support the new curriculum? experiences and skills for careers and the workplace, learning about local, national and international contexts. , by supporting an understanding of where schools may want to, draft guidance on assessment arrangements, evaluation, improvement and accountability, Support Transition from Primary to Secondary schools, referenced within the Summary of Legislation, Personalised Assessments: Administration Handbook, Supporting materials on curriculum design, progression and assessment can be found on Hwb, Assessment arrangements for funded non-maintained nursery settings, National Network for Curriculum Implementation, guidance on the production of Transition Plans, supporting materials on transition in practice, improve our website by collecting and reporting information on how you use it, developing a shared understanding of progression, communicating and engaging with parents and carers, the head teacher and the governing body of a maintained school or a maintained nursery school, the teacher in charge and a management committee for a PRU, a person who provides non-PRU EOTAS under section 19A of the Education Act 1996, supporting individual learners on an ongoing, day-to-day basis, identifying, capturing and reflecting on individual learner progress over time. The proposal is that funded non-maintained settings and schools will be required to provide a They will also have an important role in helping to identify and share good practice. The Curriculum for Wales Framework is being developed for settings and schools in Wales. Now a new three-year project, Camau I'r Dyfodol, will help practitioners grow that meaningful understanding, helping it evolve as the curriculum evolves. Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. Progression Steps will be at 5, 8, 11, 14 and 16 and take the form of Achievement Outcomes relating broadly to expectations at those ages. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. They are key to school level curriculum design and development. We use Helping students think about money while choosing a university . Wales' new curriculum and assessment arrangements are being built on Four overarching aims guide the entire curriculum. All maintained schools and settings using the new curriculum and assessment arrangements, ambitious, capable learners ready to learn throughout their lives, enterprising, creative contributors, ready to play a full part in life and work, ethical, informed citizens of Wales and the world. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. A summary of how professional learning is changing to meet the needs of the new curriculum. In the early years this will incorporateplay (problem solving,exploringideas, establishing connections and collaborating). 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. 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. Progression Step 1 - Wales - Twinkl Resources - Twinkl A vision statement developed by the group. 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. Unfortunately not the ones with chocolate chips. We also recommend that PRUs build on any existing structures that may already be in place with schools, PRUs or other EOTAS to engage in discussions regarding progression. Art itself is not static, and its purposes, materials and methods are always evolving.'. 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. The changes are mainly additions or amendments to existing sections. 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. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. Literacy and Numeracy Framework - Hwb . Curriculum for Wales Enabling Pathways guidance GOV.WALES uses cookies which are essential for the site to work. 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. However, when assessing to award external qualifications the approach will build on the principles of Curriculum for Wales. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. For a definition of school cluster group(s), please see the. 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. 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. 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). Assessment planning and practice, built into the curriculum and classroom practice, should recognise this and allow for a variety of diversions, stops and variations in pace in a learners journey. Recommendations for knowledge, skills and experiences - Swansea In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. 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. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. Further guidance to support schools has been provided in the Welsh Government document The Journey to 2022.. The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. Communicating effectively with parents and carers on an ongoing basis is an important way to foster positive relationships in order to engage them in purposeful and meaningful dialogue. The Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. 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. 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. Building on strengths and removing barriers - preparing for the These can be considered as both longitudinal and cross-sectional. 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. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. As such phases and stages do not exist in the new curriculum. Curriculum for Wales - EAS HWB.GOV.WALES uses cookies which are essential for the site to work. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. Music education in Wales - Wikipedia Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. Published: 28/02/2023, 10:00am. Although schools have faced a challenging time during the . This incorporates Welsh,English andinternational languages as wellasin literature. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have Progression step 2. 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 . UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. Mathematics and Numeracy: Principles of progression - Hwb As part of the learning process, practitioners and learners should develop an understanding of how each learner learns and what their attitudes and approaches to learning are, in order to support their continuing progress and to foster commitment to their learning. Our next step as a department is to consider progression within maths by looking at how students' understanding of key concepts develops over time. LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year We . Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression?