Information on any support, interventions or additional needs required for the learners development should also be shared. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. The Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. In line with the new curriculum, the legislation to come into effect in September 2022 set out how arrangements to assess progression must be designed alongside the curriculum, with requirements on schools that include for every learner: ongoing assessment throughout the school year to assess progress; identification of next steps in progress . What practical arrangements might be needed to enable this? Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. 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. How we are progressing towards all schools becoming learning organisations. As such phases and stages do not exist in the new curriculum. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, Safety and Child Protection. The draft arrangements will support professional dialogue between leaders, practitioners, learners, parents, carers and external partners and will include: Final assessment arrangements will be published before September 2023. The Code sets out the ways in which a curriculum must make provision for all learners. Learning will include skills and experiences, as well as knowledge. 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. Includes strategy, reports, projects and assessments. 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. Unfortunately not the ones with chocolate chips. Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. This article provides an overview of education in Wales from early childhood to university and adult skills.Largely state funded and free-at-the-point-of-use at a primary and secondary level, education is compulsory for children in Wales aged five to sixteen years old. Identified improvements should then, in turn, be reflected in daily practice. There is a clear link between these discussions and transition arrangements both within and between schools and settings. 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 . In later years it will focus on working both independently and collaboratively. You can change your cookie settings at any time. 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. 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. It opens an important period for engagement with practitioners, with feedback invited until 19 July. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. 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. 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. Something went wrong, please try again later. The assessments must be taken annually in line with the statutory guidance provided in the, Increasing breadth and depth of knowledge, Deepening understanding of the ideas and disciplines within Areas, Refinement and growing sophistication in the use and application of skills, Making connections and transferring learning into new contexts, inform communications and engagement activity with parents and carers, support the transition of learners along the 3 to 16 continuum, help practitioners and leaders develop their understanding of progression, review and revise the curriculum and corresponding assessment arrangements, identify where improvement and support are needed as part of the school or settings self-evaluation process, their joint expectations for how learners should progress and how knowledge, skills and experiences should contribute to this in schools and settings curricula drawing on the principles of progression, statements of what matters and descriptions of learning, how to ensure coherent progression for learners throughout their learning journey and in particular at points of transition (for example, across and between primary and secondary school; across and between funded non-maintained nursery settings and primary schools, or schools and EOTAS providers; and from year to year within a school/setting). 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. Progression Steps will take the form of a range of Achievement . 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. It differs to some extent in structure and content to other parts of the United Kingdom, in the later case particularly in . This website and its content is subject to our Terms and There is a new curriculum in Wales which will be mandatory from September 2022. 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). The curriculum has been developed based on a report commissioned in 2014. The necessary cookies set on this website are as follows: A 'sessionid' token is required for logging in to the website and a 'crfstoken' token is This professional dialogue is important to: To support this ongoing professional dialogue, all those participating in discussions should do so on an equal basis with practitioners sharing and reflecting on their own experiences of the learning process and of supporting learners to progress. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. It can also be used as a basis for communicating and engaging with parents and carers. 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. This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. 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. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. This should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. 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. . The curriculum has been made in Wales but shaped . Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. 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. Mrs Owen Dosbarth 6 Years 5 & 6 Arloeswyr Innovators Progression steps 2 & 3; RRSA- Rights Respecting Schools Award; . These are as follows. 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 will give practitioners the ability to come together nationally to discuss progression in Curriculum for Wales. 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 focuses on understanding what it means to make progress in a given area or discipline as learners increase the depth, breadth and sophistication of their knowledge and understanding, skills and capacities, and attributes and dispositions. their next steps and the support or challenge . Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. Our frameworks cater for pupils working within the Progression Steps and pupils who are working below Progression Step 1. put arrangements in place to enable all of those involved in learning and teaching to participate in professional dialogue progression within their setting, put arrangements in place to enable all practitioners involved in learning and teaching to participate in ongoing professional dialogue within the setting, support the persons employed, or otherwise engaged by it, to provide a curriculum for non-PRU EOTAS learners to come together to participate in on-going professional dialogue to develop and maintain a shared understanding of progression, Support the same persons to have on-going professional dialogue with practitioners from relevant schools and settings to support dual-registered learners, ensure that the providers they engage to deliver appropriate curricula for learners who receive EOTAS provision other than in a PRU also participate in on-going professional dialogue within their setting/organisation to develop and maintain a shared understanding of progression relating to the aspects of the curriculum that they provide, a school/settings improvement priorities, how practitioners understanding of progression is developing within their school/setting, the manner in which their learners are making progress, sets out the arrangements that enable practitioners to participate in professional dialogue to develop and maintain a shared understanding of progression, outlines how the outcomes of this dialogue will inform future discussions, curriculum and assessment design and learning and teaching, is kept under review and revisited regularly to ensure that the arrangements remain fit for purpose. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. 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. 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. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. Arithmetic . Our cookies ensure you get the best experience on our website. position and comparison. 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. Two Saints offers housing & support services in Berkshire, Hampshire (85%) and on the Isle of Wight. 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.