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. The new Curriculum for Wales will be introduced in 2022 and is at the heart of an effort to ensure that children and young people in Wales have the best support and opportunities to be able to thrive for the future of Wales. Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. The statutory requirements for sharing information with parents and carers can be found in the summary of legislation section of the Curriculum for Wales guidance. A summary of individual learner information should be provided annually, the timing and format of which will be determined by the head teacher but which best supports the learners progress. 25 . Each school and settings curriculum must be designed to reflect the progression outlined in the principles of progression and drawing on the What Matters statements. 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. The interim report focuses on learning resources. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. 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. It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. Schools and settings should develop and implement processes to support effective two-way communication and engagement with parents and carers. This understanding can contribute to processes of self-evaluation and continuous improvement. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. types. HWB.GOV.WALES uses cookies which are essential for the site to work. 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. on-entry assessment arrangements for funded non-maintained nursery settings. A summary of the public's response to recommendations on a new approach to curriculum and assessment. Who has developed the assessment proposals? 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. This is important to help them: spot any issues or extra support they need. Progression step 5. Our school curriculum has been developed using the principles of co-construction. They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. Assessment will be part of your childs learning every day. 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. Livraison gratuite partir de 20 . At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. According to one summary of the act: [1] These Regulations provide that curricular record means a formal record of a pupil's academic achievements, the pupil's other skills and abilities and his or her progress in school, as detailed in the Schedule to the Head Teacher's Report to Parents and Adult Pupils (Wales) Regulations 2011. 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. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. about a learners overall progression at a set age or point in time. The teacher's role in building careers into the curriculum. This understanding should be supported by the on-entry assessment arrangements. . 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. By continuing to use this site, you agree to our use of cookies. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. Ethical, informed citizens who are ready to be citizens of Wales and the world. The Curriculum for Wales will then be . Principles of progression Mandatory In the Mathematics and Numeracy Area the model of progression is based on the development of five interdependent proficiencies, outlined below. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. by default and whilst you can block or delete them by changing your browser settings, some The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. The proposal is that funded non-maintained settings and schools will be required to provide a 01 March 2023. The guidance document will be published in January 2020. What further support and opportunities for discussion are available to the school or setting through local and regional networks and how might these be used to discuss progression? They will explore how the aims, content and assessment of qualifications can be designed to support the Curriculum for Wales Framework, including the principles of assessment outlined in this guidance. . The new curriculum is a continuum of learning for children from 3 to 16 years of age. This incorporates biology, chemistry, physics,computer science anddesign and technology. 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. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. 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. 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. Guidance for school governors about the Curriculum for Wales 2022. 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. We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. 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. Healthy, confident individuals who . As such, assessment for qualifications is separate to this guidance. 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. Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. 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. Explains what the Curriculum and Assessment (Wales) Act will do. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. More information on each of these main participants is detailed below. iBSL is no longer a CCEA Regulation recognised awarding organisation. Brain Awareness Week is a global campaign held every March. 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 National Network will be an opportunity for all interested practitioners to get involved in national co-construction to address our shared challenges and opportunities. The New Curriculum for Wales progression steps will be implemented in September 2022. 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. 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. 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. Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning. The group, drawing on advice from experts, has developed high-level principles to provide broad direction for assessment at a national level. 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. 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. Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. 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. This style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. You can change your cookie settings at any time. 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. 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. (LogOut/ 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. 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. 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. Careers education comprises three distinct elements - lessons specifically on careers, embedding careers in the curriculum, and gaining experience of the world of work. How and why we are changing the curriculum. This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work.