This should be informed by a good understanding of child development. This incorporates biology, chemistry, physics,computer science anddesign and technology. 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. An Assessment Working Group has been central to developing the new proposals. 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. This style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. their next steps and the support or challenge . The importance of play and playful learning, being outdoors, observation and authentic and purposeful learning. These are as follows. These statements articulate the 'big ideas' which learners explore and develop learning in. 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. 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. However, Estyn and Governing Bodies, as well as local authorities and regional consortia, should not use assessment information as a proxy for standards in school, or to rank and compare schools. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. The curriculum has been developed based on a report commissioned in 2014. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. 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. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. 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). Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. Who has developed the assessment proposals? Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. This should take into account their developmental stage and any barriers to learning, ensuring that each learner is able to demonstrate progress in line with their individual ability. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. How could these evolve, be adapted or be improved to enable practitioners to come together to discuss progression? The Code sets out the ways in which a curriculum must make provision for all learners. Despite this, music education in Wales did not exist before the early years of the 20th century. Designing your curriculum 3. 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. If they choose to research an influential Welsh woman (Task 1) they can choose from a list of names including: Rose Mary Crawshay - suffragist who backed education and marriage reform Betty Campbell - Wales' first . 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. Progression step 5. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. 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. Explore all your options and start planning your next steps. For those providing EOTAS education, including PRUs, the, the CAMAU i'r Dyfodol project, a national research project designed to build capacity in understanding and developing progression from 3 to 16 across the curriculum in schools across Wales, primary schools should engage with leaders of funded non-maintained nursery settings, primary and secondary schools should engage with each other, primary and secondary schools should engage with leaders of PRUs, how future progression needs can be supported at home. 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. Assessment proposals will be part of the draft Curriculum for Wales 2022, to be published on 30 April 2019. The other steps are: This includes planning to support Year 6 learners transition to secondary school. There is a clear link between these discussions and transition arrangements both within and between schools and settings. 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. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. 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. Auteur: Laszlo Fedor. We've saved some files called cookies on your device. 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. The new curriculum is a continuum of learning for children from 3 to 16 years of age. Discover. Our next step as a department is to consider progression within maths by looking at how students' understanding of key concepts develops over time. The information provided should not contain descriptions of the topics and learning activities the learner has undertaken, unless this is to provide context, but should focus on the progression itself and the individual needs and support of the learner. From 31 January 2023, the Curriculum for Wales framework guidance has been updated. 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. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. A summary of how professional learning is changing to meet the needs of the new curriculum. When implementing their assessment arrangements, their own or those provided by Welsh Ministers, providers of funded non-maintained nursery education (FNNE) will, have to have regard to this guidance. Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. 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. 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. 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. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. 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. The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . Although schools have faced a challenging time during the . There is a new curriculum in Wales which will be mandatory from September 2022. Details of the statutory requirements for the production of transition plans to support the transition process can be found in the summary of legislation section of the Curriculum for Wales guidance. By continuing to use this site, you agree to our use of cookies. The change includes a move to online Personalised Assessments from National Tests. by default and whilst you can block or delete them by changing your browser settings, some The Four Purposes will be at the heart of our new curriculum. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. 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. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. How could you work together to improve current arrangements and ways of working to support these discussions? This should be provided alongside the history of any additional challenge or support provided. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. 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. This might help define future priorities for leadership, curriculum design, planning, learning and teaching. Non-essential cookies are also used to tailor and improve services. Percentage , 3. 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.
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