Effective self-evaluation will involve schools and settings reflecting on their approaches to planning, developing and implementing curriculum and assessment arrangements, to ensure they are supporting learner progression. their next steps and the support or challenge . Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. There are 5 Progression Steps covering typical development from 3 years to 16 years. Livraison gratuite partir de 20 . Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. 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. There has been a lot of focus on work experience over recent years, with two of the Gatsby Benchmarks in England directly related (5. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. Who has developed the assessment proposals? Curriculum for Wales 2022 What Matters What are they? Despite this, music education in Wales did not exist before the early years of the 20th century. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. The Four Purposes will be at the heart of our new curriculum. 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 includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. We . The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? Percentage , 3. Explains what the Curriculum and Assessment (Wales) Act will do. 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. Report this resourceto let us know if it violates our terms and conditions. Create . This should be informed by a good understanding of child development. Create confident and capable mathematicians with accessible explanations and. A cookie is used to store your cookie preferences for this website. A timetable for various meetings/engagement opportunities. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. how their expectations for progression compare to those of other schools and settings, to ensure coherence and equity across the education system and a sufficient pace and challenge in their approach to progression in their curriculum and assessment arrangements. This guidance concerns assessment, which is focused on supporting learner progression. This website and its content is subject to our Terms and However, when assessing to award external qualifications the approach will build on the principles of Curriculum for Wales. 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. 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. This is important to help them: spot any issues or extra support they need. Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. These Regulations amend Schedule 17 to the Coronavirus Act 2020 to enable the Welsh Ministers to make a notice to temporarily dis-apply certain curriculum requirements and their associated assessment arrangements. Although schools have faced a challenging time during the . 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. . Practitioners should support and challenge learners effectively to ensure they each make progress. It should be read alongside any supporting guidance and supplementary information on the key processes needed for effective learner progression, published in parallel with the legislation in summer 2022. Curriculum for Wales: Statements of What Matters Code Legislation Sets out the 27 statements of what matters across the 6 areas of learning and experience. This understanding can contribute to processes of self-evaluation and continuous improvement. . An outline of how the outcomes of these discussions will be captured to inform a school/settings self-evaluation processes and how their subsequent improvement priorities in turn help identify the areas for consideration during these conversations. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. The Code sets out the ways in which a curriculum must make provision for all learners. iBSL informed CCEA Regulation in January 2023 of its intention to surrender recognition in respect of all of . PACEY. Our Preparation for 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. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. 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. It grouped school years between the ages of five and sixteen into four "key stages". 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. A review and recommendations on including Welsh history and perspective in school education. 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. The new curriculum is a continuum of learning for children from 3 to 16 years of age. RSE pilot final report containing learning, reflections and suggestions for schools and settings. It publishes the expert input, supporting materials, and outputs of these conversations on the. The importance of play and playful learning, being outdoors, observation and authentic and purposeful learning. An 'awsUploads' object is used to facilitate file uploads. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. 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. From September 2022 it is statutorily required in primary and nursery education. 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. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. 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. There is a new curriculum in Wales which will be mandatory from September 2022. The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . Schools and settings have flexibility on what specifically they wish to discuss as part of this professional dialogue. The curriculum has been reformed at a national level in order to raise standards, reduce the attainment gap between students and equip young people with the skills they need to live in todays ever-changing society. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. 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. 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 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. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. 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. 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. The proposal is that funded non-maintained settings and schools will be required to provide a 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. 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. Families engage enthusiastically with this considered approach to homework. It may also be appropriate for leaders to put arrangements in place which allows practitioners from their school/setting to participate in professional dialogue with representatives from various settings or sectors together for example, a primary school may wish to invite relevant funded non-maintained nursery settings to contribute to school cluster meetings or schools may meet through cross-cluster arrangements. It will be important for all practitioners to familiarise themselves with the detail. How could these evolve, be adapted or be improved to enable practitioners to come together to discuss progression? 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. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. Self-reflective behaviors nurtured in a supportive and collaborative environment, underpinned throughout the education system, will raise standards and support every young person to fulfill their potential. Head teachers and governing bodies of secondary schools and their feeder primary schools must work together to plan to support learner progression, with a focus on effective communication between practitioners, learners and their parents and carers. Supporting materials on curriculum design, progression and assessment can be found on Hwb. 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 Curriculum for Wales will then be . Dialogue informed by the information that flows from assessing learner progress can help build a shared understanding of progression within and across schools to ensure progress is being made at an appropriate pace and learning and teaching is providing appropriate challenge and support for all learners. For ease, links to the relevant sections of this guidance will be provided in the Welsh Ministers assessment arrangements guidance for funded non-maintained nursery settings. 25 . Assessment should not be used to make a one-off judgement on the overall achievement of a learner at a set age or point in time against descriptors or criteria on a best-fit basis. a revised journey to curriculum roll-out section to reflect the fact that the curriculum is now being implemented, corrections to issues with definitions and hyperlinks, more clarity through minor amends to narrative following feedback, Introduction to Curriculum for Wales guidance, Curriculum for funded non-maintained nursery settings, Curriculum in Wales: Planning and priority guide, Consultations on additional Curriculum for Wales guidance, Education is changing: information for parents, carers and young people, improve our website by collecting and reporting information on how you use it. This helps ensure that learners make continuous progress and supports them to progress over time. How and why we are changing the curriculum. 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. Assessment is key to supporting deep learning and should be used to identify whether a learner needs to consolidate learning, whether further support is needed and/or whether the learner can progress to the next steps in learning. This should be achieved through: The role of the learner is to participate in and contribute to the learning process in a way that is appropriate to their age and stage of development. We've saved some files called cookies on your device. You can change your cookie settings at any time. Progression Step 1 Nursery to Reception. 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. The foundation for this engagement and partnership is establishing: Schools and settings must design and/or adopt a curriculum that enables learners to realise the four purposes, providing for appropriate progression for all learners. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. Something went wrong, please try again later. 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? 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. Two Saints offers housing & support services in Berkshire, Hampshire (85%) and on the Isle of Wight. More detailed reviews of our curriculum will take place on a rolling basis over . These are as follows. . 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 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.