curriculum for wales 2022 progression steps
As they do so, they will make links across their learning and apply this in new and challenging contexts. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. Ethical, informed citizens who are ready to be citizens of Wales and the world. In later years it will focus on working both independently and collaboratively. Word documents with the Descriptions of Learning for Progression Steps 1, 2 and 3 for all Areas of Learning in the new Curriculum for Wales 2022. 185799104399 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. We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. 13 Feb 2023. Our Preparation for the Curriculum for Wales 2022. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. Our frameworks cater for pupils working within the Progression Steps and pupils who are working below Progression Step 1. 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. 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. To ensure quality for our reviews, only customers who have purchased this resource can review it. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. The Four Purposes will be at the heart of our new curriculum. 25 . 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. Assessment has three main roles in the process of enabling learner progression: When planning and delivering learning experiences, practitioners should be clear about the specific role of each assessment being undertaken, and what the understanding gained from assessment will be used for and why. The data from this cookie is anonymised. 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. 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. Maths Week is an event that you can hold at your school at any time of the year to promote the importance of mathematical skills and show how we use mathematics and numeracy in our everyday lives. 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. 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. 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. The following must have regard to the guidance when making arrangements for assessing children and pupils: Assessment is a fundamental part of Curriculum for Wales and is integral to the process of learning. 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. 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. This incorporates biology, chemistry, physics,computer science anddesign and technology. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. This resource is designed to engage practitioners in structured discussions to develop their understanding of learning progression and of the links between this and approaches to assessment. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. 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. CEO designate, responsible to the Board for all aspects of Two Saints operations, including delivering an ambitious strategy of transformational change. Sets out the 27 statements of what matters across the 6 areas of learning and experience. Moving from primary to secondary school is a key milestone in a learners journey, and being properly supported to make this transition is important for all learners. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. We've saved some files called cookies on your device. 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. 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. There is a clear link between these discussions and transition arrangements both within and between schools and settings. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. Discover. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. 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. . 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. Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. Consideration should also be given to other people who are important for a learner, such as their advocate or social worker. Governing bodies have a responsibility to support the head teacher and to provide appropriate challenge across the breadth of the schools activities. Progression Step 1 Nursery to Reception. 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. Progression step 2. 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. We . Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. 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 focus of discussions regarding progression will naturally evolve over time as schools and settings move through the phases of curriculum design into first teaching and then ongoing review and improvement. (LogOut/ Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. Progression and the Curriculum for Wales 2022. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Mathematics and Numeracy. The guidance document will be published in January 2020. Assessment proposals will be part of the draft Curriculum for Wales 2022, to be published on 30 April 2019. Practitioners should provide opportunities for learners to undertake peer assessment and self-assessment, supporting them to develop these skills in a way which is appropriate to the developmental stage of each learner. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. Leaders may wish to consider the questions below in doing this. UPDATE: Now each table includes a column on the right for your own tracking information. Tes Global Ltd is 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. 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. Progression Steps will be at 5, 8, 11, 14 and 16 and take the form of Achievement Outcomes relating broadly to expectations at those ages. Explains what the Curriculum and Assessment (Wales) Act will do. This should be in an accessible manner which both maximises parents and carers engagement and understanding. The proposals make it clear that assessment is an integral part of learning and teaching and should not be conflated with external accountability and national monitoring activities. been dismissed. Further guidance to support schools has been provided in the Welsh Government document The Journey to 2022.. This enables them to learn from each other in a supportive environment. Qualifications Wales is working with stakeholders to co-construct a coherent and inclusive choice of bilingual qualifications for schools that aligns to Curriculum for Wales and meets the needs of all learners. 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. Some cookies are necessary in order to make this website function correctly. HWB.GOV.WALES uses cookies which are essential for the site to work. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. The interim report focuses on learning resources. This helps ensure that learners make continuous progress and supports them to progress over time. In doing so, they should take into account the diverse needs of individual learners across the breadth of the curriculum. 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. used to prevent cross site request forgery. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. 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. Therefore, to develop and maintain a shared understanding of progression, local authorities must make arrangements to: We recommend that local authorities encourage EOTAS providers to participate in discussions relating to progression when approached by a school to which, or from which, they have learners transitioning and/or dual registered learners. 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? Progression step 5. 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). 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. Our cookies ensure you get the best experience on our website. The group, drawing on advice from experts, has developed high-level principles to provide broad direction for assessment at a national level. This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. This should be provided alongside the history of any additional challenge or support provided. Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. This is important to help them: spot any issues or extra support they need. This includes planning to support Year 6 learners transition to secondary school. It differs to some extent in structure and content to other parts of the United Kingdom, in the later case particularly in . From September 2022 it is statutorily required in primary and nursery education. The importance of play and playful learning, being outdoors, observation and authentic and purposeful learning. All maintained schools and settings using the new curriculum and assessment arrangements, ambitious, capable learners ready to learn throughout their lives, enterprising, creative contributors, ready to play a full part in life and work, ethical, informed citizens of Wales and the world. 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. However, when assessing to award external qualifications the approach will build on the principles of Curriculum for Wales. When making, implementing, reviewing and revising assessment arrangements and classroom practice, those responsible should adopt the principles set out in this guidance and must have regard to its contents to support progression. Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning.
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