Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. Learners progression should be assessed in relation to the breadth of the school or settings curriculum, which is designed to reflect the principles of progression, and informed by the descriptions of learning. All assessment activity should challenge and support learners to make progress. engage with the providers of funded non-maintained nursery education whereby learners transition from a setting to their school, inviting them to participate in ongoing professional dialogue, engage with PRUs to which, or from which, they have learners transitioning and/or dual registered learners, inviting them to participate in ongoing professional dialogue. Our frameworks cater for pupils working within the Progression Steps and pupils who are working below Progression Step 1. Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. Progression Steps will take the form of a range of Achievement . Then choose a task for your pupils or ask them to choose between the two. A useful article on this blog in June 2018 outlined the principles underpinning progression, and in September an animation on progression was also published to explain the approach. 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. The Curriculum for Wales Framework is being developed for settings and schools in Wales. A summary of the public's response to recommendations on a new approach to curriculum and assessment. 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. website. New project to bring long-lasting support for Assessment and Progression developmentally appropriate relationships and sexuality education. 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. 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. towards September 2022: what you need to know and do - GOV.WALES 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. Estyn also have a duty to inspect in accordance with the legislation. 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. This might help define future priorities for leadership, curriculum design, planning, learning and teaching. According to one summary of the act: [1] This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. HWB.GOV.WALES uses cookies which are essential for the site to work. Recommendations for knowledge, skills and experiences - Swansea Assessment will be part of your childs learning every day. 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. . You can change your cookie settings at any time. Assessment is intrinsic to curriculum design and its overarching purpose within the curriculum is to support every learner to make progress. 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. We want a curriculum that meets every individual learner's needs: that feels relevant to the pupil who's hard to engage, and so fosters that connection and awakens that interest, that recognises their progression and the knowledge, skills and experiences they need. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. Staff know their pupils well. They are not a series of criteria to be directly assessed against, nor can they be assessed by discrete assessment tasks, independent of learning and teaching activities. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. Supporting learner progression assessment guidance. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. Curriculum for Wales - Assessment360 experiences and skills for careers and the workplace, learning about local, national and international contexts. 03rd March 2023. Ga naar zoeken Ga naar hoofdinhoud. For further support, please see Annex 1. These are only suggestions to support the planning process: This professional dialogue should inform self-evaluation, by supporting an understanding of where schools may want to improve their curriculum. Brain Awareness Week is a global campaign held every March. Schools can use our assessment frameworks to help prepared for the new Curriculum for Wales 2022. 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. iBSL informed CCEA Regulation in January 2023 of its intention to surrender recognition in respect of all of . How 'Areas of Learning and Experience' are - A curriculum for life Since the publication of the Curriculum for Wales 2022 the teaching profession across Wales has had the opportunity to reflect on its current practice and consider how this might change when delivering a purpose-led curriculum. PDF Curriculum for Wales 2022 - CSCJES Cronfa When are students first introduced to key topics? Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. Healthy, confident individuals who . Personal statements will not be changing for 2024 entry. Careers education comprises three distinct elements - lessons specifically on careers, embedding careers in the curriculum, and gaining experience of the world of work. in special schools, with practitioners from other special schools. As they do so, they will make links across their learning and apply this in new and challenging contexts. They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. 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. Non-essential cookies are also used to tailor and improve services. This annual report sets out the progress made to date in implementing these recommendations to reinforce the importance of teaching past and present experiences and contributions of Black, Asian and Minority Ethnic communities as part of the story of Wales across the curriculum. This includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. There is a new curriculum in Wales which will be mandatory from September 2022. By continuing to use this site, you agree to our use of cookies. 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. As part of the exercise you will be asked for your thoughts on the proposals themselves, how they can be refined, and the support you feel you will need to turn the high level principles into a reality. The theme for this year's British Science Week is 'connections', and it could not be more relevant to Ofsted's latest findings on how best to teach the subject of science. How an understanding of child development is applied to support progression for all learners. Evaluation, improvement and accountability arrangements within the education system are separate to assessment arrangements but historically have been seen to influence how assessment is perceived and how it is undertaken. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. 01 March 2023. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and Ethical, informed citizens who are ready to be citizens of Wales and the world. Livraison gratuite partir de 20 . Curriculum for Wales (2022-present) - Wikipedia Republished // WIKI 2 Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. Progression and the Curriculum for Wales 2022. 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. Secondary schools were given a choice of whether to teach it to Year 7 in 2022/23, as originally planned, or wait a further year until it also becomes statutory for Year 8 in September 2023. 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. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. 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. 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. 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. 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. If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. 185799104399
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