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. As outlined in Successful Futures: Progression Steps will be described at five points in the learning continuum, relating broadly to expectations at ages 5, 8, 11, 14 and 16. Understanding how learners progress is critical to the design of curriculum and assessment arrangements as well as classroom/setting planning and practice. Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. 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. about a learners overall progression at a set age or point in time. The Statements of What Matters in learning are the basis of progression. By continuing to use this site, you agree to our use of cookies. The principles of progression can offer schools an organising framework and shared narrative for their communications with parents and carers. DOWNLOAD ALL Identifying key chemistry skills The chemistry skills template (progression step 4) offers a template and example, summarising the skills developed during progression step 4, as outlined in the curriculum planning support document. The Curriculum for Wales Guidance has been updated. 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. 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. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. Request a different format. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. 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. Alok Gupta 2022-03-17 1.Matrix, 2. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. This is important to help them: spot any issues or extra support they need. How could you work together to improve current arrangements and ways of working to support these discussions? 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. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. In the early years this will incorporateplay (problem solving,exploringideas, establishing connections and collaborating). What is the difference between current teacher assessments and the proposals for assessment to support the new curriculum? 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. New Curriculum for Wales. More detailed reviews of our curriculum will take place on a rolling basis over . The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. 01 March 2023. Women Lawyers Association of NSW - An opportunity for female law . It grouped school years between the ages of five and sixteen into four "key stages". Progression step 1 Progression step 2 Progression step 3; These recommendations are based on Humanism. The Gregynog sisters. 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. Careers education comprises three distinct elements - lessons specifically on careers, embedding careers in the curriculum, and gaining experience of the world of work. 185799104399 Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. 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. 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. Curriculum for Wales 2022 . They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. For further information about transition, please see the next section of this guidance. Progression and the Curriculum for Wales 2022. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. 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. 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. Our new Welsh Progression Steps Frameworks are now available. 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 curriculum has been made in Wales but shaped . As they make progress along the continuum with increasing independence, learners should be supported and encouraged to: Parents, carers and external partners have an important role to play and schools and settings should engage with them so that they can support learner progression in an appropriate way. Assessment planning and practice, built into the curriculum and classroom practice, should recognise this and allow for a variety of diversions, stops and variations in pace in a learners journey. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. 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. In addition, there is a Literacy and Numeracy Framework and a Digital Competency Framework which will embed literacy, numeracy and digital skills throughout all curriculum areas. An Assessment Working Group has been central to developing the new proposals. The Code sets out the ways in which a curriculum must make provision for all learners. Brain Awareness Week is a global campaign held every March. This website and its content is subject to our Terms and 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. 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. 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. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. 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. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. Progress and next steps will be . Our mission is to provide people with homes and specialist support so they feel more valued and secure, and ready to take the next steps. Schools can use our assessment frameworks to help prepared for the new Curriculum for Wales 2022. However, when assessing to award external qualifications the approach will build on the principles of Curriculum for Wales. When are students first introduced to key topics? As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. These decisions should be guided by: In developing arrangements to enable professional dialogue between practitioners for the purpose of developing and maintaining a shared understanding of progression, we recommend that leaders begin by considering what relationships and structures are already in place within and across their schools/settings which can evolve, be adapted or improved. Encounters with employers and employees . Percentage , 3. The full detail of these requirements can be found here with supporting information provided below. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. 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. To be truly effective all those involved with a learners journey need to collaborate and work together. The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. This should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. Our cookies ensure you get the best experience on our website. The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? their next steps and the support or challenge . Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. 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). The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. 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. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. It may be drawn upon to: Schools will still need to maintain the educational and curricular record as required by the Pupil Information (Wales) Regulations 2011. It provides details to schools and settings providers of funded non-maintained nursery education (FNNE), pupil referral units (PRUs), other education other than at school (EOTAS) providers of the matters to which they must have regard to when making, implementing, reviewing and revising assessment arrangements and classroom practice integral to their curriculum. 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. This will give practitioners the ability to come together nationally to discuss progression in Curriculum for Wales. Healthy, confident individuals who . How might the outcomes of discussions within and between schools and settings feed into the school or settings curriculum and assessment design and self-evaluation processes. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. Four overarching aims guide the entire curriculum. Unfortunately not the ones with chocolate chips. They will be the starting point for all decisions on the content and experiences developed as part of the curriculum to support our children and young people to be: The curriculum will be organised into 6 Areas of Learning and Experience: This area incorporates art, dance, drama, film and digitalmedia and music. Create confident and capable mathematicians with accessible explanations and. You can change your cookie settings at any time. Ga naar zoeken Ga naar hoofdinhoud. (LogOut/ We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. Non-essential cookies are also used to tailor and improve services. Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. Ratio and Proportion , 4. 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. 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. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. The data from this cookie is anonymised. Helping students think about money while choosing a university . Formative assessment* will have priority under the new arrangements with the focus on ensuring that learners understand how they are progressing and what they need to do next. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. The Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. Enterprising, creative contributors who are ready to play a full part in life and work. 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. Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. Finding your passion. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. Mrs Owen Dosbarth 6 Years 5 & 6 Arloeswyr Innovators Progression steps 2 & 3; RRSA- Rights Respecting Schools Award; . The group will review learning resources and professional training in relation to the teaching of Black, Asian and Minority Ethnic (BAME) history, Welsh history and cynefin. Progression step 2. 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 plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. Preparing students for interviews. These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods.

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