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New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. How each individual learner's progression will be supported as they . Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. The Statements of What Matters in learning are the basis of progression. about a learners overall progression at a set age or point in time. These can be considered as both longitudinal and cross-sectional. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. As they do so, they will make links across their learning and apply this in new and challenging contexts. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. 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 Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. They both must therefore be able to consider whether assessment arrangements are delivering the required purpose, to support learner progression, and to evaluate whether schools are using the assessment information, as part of their evaluation and improvement processes, in the right way to improve effectiveness. 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. (LogOut/ It is for schools and settings to decide the nature of the arrangements they wish to put in place, ensuring that they are appropriate to their context. Explore all your options and start planning your next steps. This style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. An Assessment Working Group has been central to developing the new proposals. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. In later years it will focus on working both independently and collaboratively. 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. Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning. This understanding should be supported by the on-entry assessment arrangements. The teacher's role in building careers into the curriculum. A review and recommendations on including Welsh history and perspective in school education. More information on each of these main participants is detailed below. The Curriculum for Wales Framework is being developed for settings and schools in Wales. Our new Welsh Progression Steps Frameworks are now available. Change). This incorporates biology, chemistry, physics,computer science anddesign and technology. 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. This should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. The principles of progression can offer schools an organising framework and shared narrative for their communications with parents and carers. 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. Although schools have faced a challenging time during the . To reflect the importance of these discussions between practitioners, the leaders of all schools and settings in Wales are required to put arrangements in place to enable them to participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression. Alok Gupta 2022-03-17 1.Matrix, 2. 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. 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. 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. Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. 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. 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. 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. The curriculum has been made in Wales but shaped . The curriculum is underpinned by the school's Christian vision and associated values. Brain Awareness Week is a global campaign held every March. 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. As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. The understanding a practitioner has of each individual learner, gained from assessment, is essential in supporting this process. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. 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. their next steps and the support or challenge . 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. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. Arithmetic . 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. 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. 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. To ensure quality for our reviews, only customers who have purchased this resource can review it. They are key to school level curriculum design and development. Create confident and capable mathematicians with accessible explanations and. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. There is a new curriculum in Wales which will be mandatory from September 2022. The importance of play and playful learning, being outdoors, observation and authentic and purposeful learning. HWB.GOV.WALES uses cookies which are essential for the site to work. Mrs Owen Dosbarth 6 Years 5 & 6 Arloeswyr Innovators Progression steps 2 & 3; RRSA- Rights Respecting Schools Award; . It will be important for all practitioners to familiarise themselves with the detail. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. Schools and settings should develop and implement processes to support effective two-way communication and engagement with parents and carers. 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. 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 Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. Ratings & Reviews. developmentally appropriate relationships and sexuality education. This should be achieved through: The role of the practitioner is to plan for and provide effective learning experiences that are appropriate to the age and development of each individual learner. 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 Two Saints offers housing & support services in Berkshire, Hampshire (85%) and on the Isle of Wight. Welsh Governments response to Audit Wales report on the Curriculum for Wales. For each, the guidance offers detail to guide curriculum planning and key questions to consider, including on progression and assessment, which are likely to inform local professional dialogue. Curriculum for Wales: Statements of What Matters Code Legislation Curriculum for Wales: Statements of What Matters Code Sets out the 27 statements of what matters across the 6 areas of learning and experience. 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). Schools and settings should plan a range of assessment methods and techniques that are fit-for-purpose and support progression across the breadth of the curriculum. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. Discover. January has been chosen to fit best with curriculum planning cycles in schools and settings. 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. 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. Tes Global Ltd is 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. Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. What structures and arrangements do you already have within your school or setting? This understanding should be used by the practitioner, in discussion with the learner, to ascertain the next steps required to move learning forward, including any additional challenge and support required. This incorporates geography, history, religion, values andethics, business studies and social sciences. 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.