Our cookies ensure you get the best experience on our website. If you are a parent or carer, a learner, an employer or someone with a general interest in the curriculum, or a particular part of it, you can find out how education is changing. Presentations and videos about the Curriculum and Areas of Learning and Experience. in secondary schools, with practitioners from at least one other secondary school to support collaboration and coherence across the latter stages of the 3 to 16 continuum. 01 March 2023. 03rd March 2023. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. 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. The curriculum is underpinned by the school's Christian vision and associated values. If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. The Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. Progression step 4. 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. Therefore, supporting learner progression is a requirement for all maintained schools and settings. 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. experiences and skills for careers and the workplace, learning about local, national and international contexts. The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. Includes strategy, reports, projects and assessments. Assessment is key to supporting deep learning and should be used to identify whether a learner needs to consolidate learning, whether further support is needed and/or whether the learner can progress to the next steps in learning. Supporting learner progression assessment guidance. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. For learners aged 14 to 16, the principles of assessment and statutory requirements outlined in this guidance will continue to apply to day-to-day learning and teaching as part of a school or settings curriculum. All assessment activity should challenge and support learners to make progress. 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. September 2022:All maintained schools and settings using the new curriculum and assessment arrangements. We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. position and comparison. Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. 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. To be truly effective all those involved with a learners journey need to collaborate and work together. . The new achievement outcomes for each progression step will not be used to make best fit judgements. 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. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. This incorporates geography, history, religion, values andethics, business studies and social sciences. These are as follows. 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. iBSL is no longer a CCEA Regulation recognised awarding organisation. Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group. UPDATE: Now each table includes a column on the right for your own tracking information. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. 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. 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. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. This will give practitioners the ability to come together nationally to discuss progression in Curriculum for Wales. Four overarching aims guide the entire curriculum. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. 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. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. GOV.WALES uses cookies which are essential for the site to work. Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. For ease, links to the relevant sections of this guidance will be provided in the Welsh Ministers assessment arrangements guidance for funded non-maintained nursery settings. This website and its content is subject to our Terms and plenty of opportunity to think like a scientist, but now the curriculum design process is explicit and KS3 - sorry, Progression step 4 - has a vital role in the development of pupils for the . Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. 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 The curriculum has been made in Wales but shaped . Children will continue to be assessed and this will focus on ensuring that all pupils understand where they are and what they need to do next in order to progress. Assessment should not be used to make a one-off judgement on the overall achievement of a learner at a set age or point in time against descriptors or criteria on a best-fit basis. This sets out the 3 phases that form the iterative process of curriculum design for schools and settings (engagement; designing, planning and trialling; and evaluation and preparing for first teaching). . 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. 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. Published: 28/02/2023, 10:00am. 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. NSW Law Society of New South Wales, NSW Young Lawyers - The NSW Young Lawyers Mentoring Program unites newly admitted lawyers seeking guidance and support with more experienced lawyers who are willing to volunteer their time to assist those just starting out in their careers. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have 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. Designing your curriculum 3. Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. Schools and settings have flexibility on what specifically they wish to discuss as part of this professional dialogue. 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. These are set coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. 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. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. functionality such as being able to log in to the website will not work if you do this. 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. 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. Consideration should also be given to other people who are important for a learner, such as their advocate or social worker. 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. 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. (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. An assessment of how the Curriculum and Assessment (Wales) Bill will impact teaching and learning. The foundation for this engagement and partnership is establishing: Schools and settings must design and/or adopt a curriculum that enables learners to realise the four purposes, providing for appropriate progression for all learners. 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). UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. 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. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. New Curriculum for Wales. Explains what the Curriculum and Assessment (Wales) Act will do. The way children learn in primary schools will be different. The Curriculum for Wales framework guidance will be updated annually in January of each year. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. This information is then used by learners and practitioners to determine the next steps needed to improve their learning further and to inform practitioner planning. LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year (Poche) - EUR 37,58. The importance of play and playful learning, being outdoors, observation and authentic and purposeful learning. 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. 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 Something went wrong, please try again later. Progression step 2. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? Progression is not linear and different learners are likely to progress in markedly different ways. A vision statement developed by the group. 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. Preparing students for interviews. This might help define future priorities for leadership, curriculum design, planning, learning and teaching. The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . You can change your cookie settings at any time. Finding your passion. When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. 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. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. Then choose a task for your pupils or ask them to choose between the two. Ensuring the well-being of all learners should be an important and integral part of the process, recognising the needs of individuals, while also supporting both continuity and progression in their learning.