25 . 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? Brain Awareness Week is a global campaign held every March. Understanding how learners progress is critical to the design of curriculum and assessment arrangements as well as classroom/setting planning and practice. We use Curriculum for Wales: Annual Report 2022 The Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. The curriculum has been made in Wales but shaped . Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. 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. Myriad by UCAS agent portal for international registered centres 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. 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 Then choose a task for your pupils or ask them to choose between the two. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. 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. Curriculum for Wales (2022-present) - Wikipedia Republished // WIKI 2 Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. 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. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. . The group, drawing on advice from experts, has developed high-level principles to provide broad direction for assessment at a national level. To develop and maintain a shared understanding of progression, the teacher in charge and management committee of a PRU, and the local authority that maintains it, must: We strongly advise that PRUs participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression when approached by schools to which, or from which, they have learners transitioning and/or dual registered learners. Request a different format. 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. 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. The Draft Curriculum for Wales 2022 This is important to help them: spot any issues or extra support they need. 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. RSE pilot final report containing learning, reflections and suggestions for schools and settings. . It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. Curriculum for Wales: Statements of What Matters Code Confidently deliver Computing for the new Curriculum for Wales and develop students' ICT skills with the interactive, ac. 2 Mar 2023. Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. Our next step as a department is to consider progression within maths by looking at how students' understanding of key concepts develops over time. Women Lawyers Association of NSW - An opportunity for female law . How each individual learner's progression will be supported as they . The data from this cookie is anonymised. 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 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. This focuses on understanding what it means to make progress in a given area or discipline as learners increase the depth, breadth and sophistication of their knowledge and understanding, skills and capacities, and attributes and dispositions. Information that flows from assessing learner progress should be used to identify strengths and areas for improvement in both the curriculum and daily practice, including consideration of how the needs of learners as individuals have been met. It will affect all schools except independent schools. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. Therefore, supporting learner progression is a requirement for all maintained schools and settings. As schools and settings continue to develop their curriculum and assessment arrangements, they may wish to use these professional dialogue arrangements to share their thinking, approaches and examples. Our new Welsh Progression Steps Frameworks are now available. In doing this, they have ensured flexibility for funded non-maintained settings and schools to plan assessment appropriately to support their curricula at a local level. These are as follows. 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. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. 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. A Ministerial Direction pursuant to section 57 of the Curriculum and Assessment Act 2021, for the purpose of enabling practitioners to participate in professional dialogue within their school or setting and with practitioners from other schools and settings to develop and maintain a shared understanding of learner progression. The context of the review says 'Art is a rich and varied set of practices central to human civilisation. These assessment arrangements must continue to focus on understanding and supporting the progress made by these learners across the full breadth of the curriculum, and not just those aspects they are taking qualifications in. 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. This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. 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. Conditions. It opens an important period for engagement with practitioners, with feedback invited until 19 July. iBSL is no longer a CCEA Regulation recognised awarding organisation. understanding group progress in order to reflect on practice. Progression step 2. 13 Feb 2023. The curriculum has been developed based on a report commissioned in 2014. 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. Maths Week Display Bunting with Welsh Flag (teacher made) Ethical, informed citizens who are ready to be citizens of Wales and the world. Our customer service team will review your report and will be in touch. Why I love the Curriculum for Wales 2022 - RSC Education These are set These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. 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 . The changes are mainly additions or amendments to existing sections. Music education in Wales - Wikipedia Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. 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. By continuing to use this site, you agree to our use of cookies. They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. When undertaken well, this can aid learner progression by helping parents and carers to understand how they can support learning within and outside the school environment creating a bridge between school or setting and home. New project to bring long-lasting support for Assessment and Progression This is your chance to get to know the new curriculum and make your contribution. The Curriculum for Wales Guidance has been updated. Healthy, confident individuals who . The new achievement outcomes for each progression step will not be used to make best fit judgements. Curriculum for Wales - EAS Tes Global Ltd is their next steps and the support or challenge . This incorporates biology, chemistry, physics,computer science anddesign and technology. Ofsted research review | PACEY This should include both immediate next steps and longer-term objectives and goals that the learner should work towards to help keep them moving forward in their learning. Brain Awareness Week Infographic (teacher made) - Twinkl *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. Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. 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. How an understanding of child development is applied to support progression for all learners. In doing so, they should build on structures and relationships that are already in place. January has been chosen to fit best with curriculum planning cycles in schools and settings. In later years it will focus on working both independently and collaboratively. (LogOut/ Curriculum for Wales: Mastering Mathematics for 11-14 Years: Book 3 2022-08-26 Create confident and . This refers to particular elements, in addition to the above, that each school or setting may choose to develop and implement in their own context to support assessment practice. All assessment activity should challenge and support learners to make progress. 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.