Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. Personal statements will not be changing for 2024 entry. plenty of opportunity to think like a scientist, but now the curriculum design process is explicit and KS3 - sorry, Progression step 4 - has a vital role in the development of pupils for the . It differs to some extent in structure and content to other parts of the United Kingdom, in the later case particularly in . 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. How will you ensure that the discussions within a school or setting can feed into dialogue across schools and settings and vice versa and that these have a positive impact on planning, learning and teaching? A summary of how professional learning is changing to meet the needs of the new curriculum. Non-essential cookies are also used to tailor and improve services. 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. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. An assessment of how the Curriculum and Assessment (Wales) Bill will impact teaching and learning. 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. From September 2022 it is statutorily required in primary and nursery education. These are set 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 The statutory requirements for sharing information with parents and carers can be found in the summary of legislation section of the Curriculum for Wales guidance. Progression step 3. The proposal is that funded non-maintained settings and schools will be required to provide a Non-essential cookies are also used to tailor and improve services. 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. 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. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. These are as follows. What is the difference between current teacher assessments and the proposals for assessment to support the new curriculum? Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. The Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. engage with the providers of funded non-maintained nursery education whereby learners transition from a setting to their school, inviting them to participate in ongoing professional dialogue, engage with PRUs to which, or from which, they have learners transitioning and/or dual registered learners, inviting them to participate in ongoing professional dialogue. Families engage enthusiastically with this considered approach to homework. Public Health Wales have published a warn and inform letter regarding scarlet fever an invasive streptococcal disease./ Mae Iechyd Cyhoeddus Cymru wedi cyhoeddi llythyr rhybuddio a hysbysu yngln thwymyn y Scarlet yn glefyd streptococol ymledol. The purpose of the descriptions of learning is to provide guidance on the direction and pace of progression in order to support practitioners and inform their curriculum design and learning and teaching. Ensuring the well-being of all learners should be an important and integral part of the process, recognising the needs of individuals, while also supporting both continuity and progression in their learning. Four overarching aims guide the entire curriculum. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. iBSL informed CCEA Regulation in January 2023 of its intention to surrender recognition in respect of all of . Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. 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. The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. 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. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. 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. Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. Progression and the Curriculum for Wales 2022. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. iBSL is no longer a CCEA Regulation recognised awarding organisation. PACEY. Healthy, confident individuals who . Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. Create . This website and its content is subject to our Terms and 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 Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. This style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. They also have a role in establishing processes which support the engagement and involvement of EOTAS settings with primary and secondary schools or PRUs with whom they have relationships due to the movement of learners between them. 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. 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. The guidance document will be published in January 2020. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. The needs and progression of our learners and is central to our curriculum. When developing these processes, consideration should be given to using a wide variety of different communication means, for example, face-to-face, digital or written. 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. VENDRE! 13 Feb 2023. The national approach to professional learning (NAPL), Curriculum and Assessment (Wales) Bill: Overview, Teaching about the multiethnic nature of Wales: teachers prompt sheet, Preparing learners for a new Curriculum: guidance for governors, Successful futures: report on responses to the great debate, Cwricwlwm Cymreig review group: final report, Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group: interim report, Relationships and sexuality education (RSE) pilot in schools: final report, The Curriculum Requirements (Amendment of paragraph 7(5) of Schedule 17 to the Coronavirus Act 2020) (Wales) Regulations 2020, Scoping study for the evaluation of the curriculum and assessment reforms in Wales: government response, Notice to disapply curriculum requirements, Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group: final report, The Curriculum and Assessment (Wales) Bill: impact assessments, Mandatory status of English in the Curriculum and Assessment (Wales) Bill: summary of responses, The Curriculum and Assessment (Wales) Act: explanatory memorandum, Curriculum for Wales: Statements of What Matters Code, Modification of Curriculum Requirements in Wales Notice 2021, Curriculum for Wales: Relationships and Sexuality Education (RSE) Code, Black, Asian and Minority Ethnic Communities (BAME), Contributions and Cynefin in the New Curriculum Working Group, Audit Wales report on the new Curriculum for Wales: government response, Teaching about the multiethnic nature of Wales: vision statement, Annual report on implementation of the recommendations from the Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group report, Direction relating to developing and maintaining a shared understanding of progression. The first teaching of all year groups from primary school to Year 7 will begin in September 2022 and the new curriculum will roll out year-on-year from this point. How to use the curriculum planning support document is available as a pdf. The importance of play and playful learning, being outdoors, observation and authentic and purposeful learning. Much work has been done to identify key areas for development in light of local & national priorities. in secondary schools, with practitioners from at least one other secondary school to support collaboration and coherence across the latter stages of the 3 to 16 continuum. For settings who have chosen to design and adopt their own curriculum the Enabling Learning guidance should be used as a starting point for discussions. They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. 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. Our cookies ensure you get the best experience on our website. Progression step 4. 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. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. A school or setting must put in place a plan which: School/setting leaders may wish to consider including information such as the following in their plan. 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. Published: 28/02/2023, 10:00am. For each, the guidance offers detail to guide curriculum planning and key questions to consider, including on progression and assessment, which are likely to inform local professional dialogue. Supporting materials on curriculum design, progression and assessment can be found on Hwb. 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. At whatever point a learner enters a school or setting, practitioners should ensure they understand where they are in their learning and the progression they have made to date. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. 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. I can listen to, understand and use basic concepts in language, e.g. By supporting learners to understand their strengths, areas for improvement and next steps, assessment can help learners prepare for their external qualifications including making informed choices about the qualifications they take. Progression step 2. It can also be used as a basis for communicating and engaging with parents and carers. According to one summary of the act: [1] (LogOut/ Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. The way children learn in primary schools will be different. Presentations and videos about the Curriculum and Areas of Learning and Experience. For learners aged 14 to 16, the principles of assessment and statutory requirements outlined in this guidance will continue to apply to day-to-day learning and teaching as part of a school or settings curriculum. Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group. 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. Change), You are commenting using your Twitter account. Around this time, sisters Gwendoline and Margaret Davies - granddaughters of Welsh industrialist David Davies and owners of Gregynog, a country estate in the county of . Our frameworks cater for pupils working within the Progression Steps and pupils who are working below Progression Step 1. While Key Stages 2, 3 and 4 will disappear the principles of the Foundation Phase will remain the same but will become a part of one seamless curriculum for children aged 3 to 16 providing more joined up learning. This role should be supportive, building upon the practices already established at school or setting and cluster level, and should not be about external accountability. 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. Now a new three-year project, Camau I'r Dyfodol, will help practitioners grow that meaningful understanding, helping it evolve as the curriculum evolves. We . 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. 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. A summary of the public's response to recommendations on a new approach to curriculum and assessment. Schools and settings should encourage and enable parents and carers to: Schools and settings should engage external partners to: The principles of progression and the descriptions of learning, articulated in the Curriculum for Wales guidance, are intended to guide curriculum design and learning and teaching, with assessment arrangements and classroom practice being an integral part of both. Understanding how learners progress is critical to the design of curriculum and assessment arrangements as well as classroom/setting planning and practice. By continuing to use this site, you agree to our use of cookies. This includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. Curriculum for Wales 2022 Following a comprehensive curriculum review, the Welsh Government has developed an exciting new curriculum that aims to create a successful and exciting future for all the children and young people of Wales. Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. By continuing to use this site, you agree to our use of cookies. 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. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. This incorporates biology, chemistry, physics,computer science anddesign and technology. Women Lawyers Association of NSW - An opportunity for female law . 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. The theme for this year's British Science Week is 'connections', and it could not be more relevant to Ofsted's latest findings on how best to teach the subject of science. A review and recommendations on including Welsh history and perspective in school education. The Gregynog sisters. This incorporates Welsh,English andinternational languages as wellasin literature. Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning.