The Curriculum for Wales Framework is being developed for settings and schools in Wales. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. This focus does not relate to external reporting, but contributes to a school or settings understanding of what it needs to know and reflect on about its learners in order for them all to maximise their potential, as well as its identification of specific challenges and support that particular groups or individual learners might need. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. 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 . Communicating effectively with parents and carers on an ongoing basis is an important way to foster positive relationships in order to engage them in purposeful and meaningful dialogue. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). The curriculum has been developed based on a report commissioned in 2014. 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. 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. What is the difference between current teacher assessments and the proposals for assessment to support the new curriculum? This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. The new achievement outcomes for each progression step will not be used to make best fit judgements. 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. 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. When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. Ratings & Reviews. This is your chance to get to know the new curriculum and make your contribution. The proposal is that funded non-maintained settings and schools will be required to provide a Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. This should include both immediate next steps and longer-term objectives and goals that the learner should work towards to help keep them moving forward in their 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. 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. Women Lawyers Association of NSW - An opportunity for female law . 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. Progress and next steps will be . 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. The priorities for discussions across an academic term/school year, ensuring that progression across the full breadth of the curriculum is covered appropriately on an ongoing basis. This website and its content is subject to our Terms and Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. The changes are mainly additions or amendments to existing sections. St Pauls Place, Norfolk Street, Sheffield, S1 2JE. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. 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 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. This understanding can contribute to processes of self-evaluation and continuous improvement. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Areas of Learning and Experience Mathematics and Numeracy Progression Step 2 Geometry focuses on relationships involving shape, space and position, and measurement focuses on quantifying phenomena in the physical world. Curriculum for Wales Curriculum for Wales Changes to the Curriculum for Wales guidance Supporting materials for curriculum, assessment and evaluating learner progress Practical support for curriculum development, quality assurance and self-evaluation Learn more Getting started Introduction to Curriculum for Wales guidance 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. Progression Steps and how they complement each other. Averages , 5. The Four Purposes will be at the heart of our new curriculum. The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. 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. Learners should be involved in the transition process to provide insight into what motivates them, what their preferences are, how they learn, what barriers there may be to their learning, and what their strengths and areas for development are, as well as to suggest potential next steps. *Formative assessment is mainly undertaken with learners during the learning process to explore how they are progressing and to identify achievements, as well as to identify areas where their learning may need to develop further. The National Network will be an opportunity for all interested practitioners to get involved in national co-construction to address our shared challenges and opportunities. The full detail of these requirements can be found here with supporting information provided below. Includes strategy, reports, projects and assessments. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. This includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. If you are a parent or carer, a learner, an employer or someone with a general interest in the curriculum, or a particular part of it, you can find out how education is changing. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. 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. in special schools, with practitioners from other special schools. 2 Mar 2023. When are students first introduced to key topics? These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. Staff know their pupils well. Curriculum designers should be aware that non-religious worldviews are diverse and should consider teaching a range of non-religious worldviews / philosophical convictions as set out in the Welsh Government legislative summary. 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. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. 25 . CEO designate, responsible to the Board for all aspects of Two Saints operations, including delivering an ambitious strategy of transformational change. by default and whilst you can block or delete them by changing your browser settings, some 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. 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. Leia Curriculum for Wales: Progress in Computing for 11-14 years de George Rouse disponvel na Rakuten Kobo. While this guidance focuses on supporting learner progression from ages 3 to 16 as an integral part of learning and teaching, assessment for the purposes of awarding external qualifications is different in nature, as these have a greater level of external control and prescription. This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. Understanding how learners progress is critical to the design of curriculum and assessment arrangements as well as classroom/setting planning and practice. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. Create . This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. Our school curriculum has been developed using the principles of co-construction. . The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. The proposals make it clear that assessment is an integral part of learning and teaching and should not be conflated with external accountability and national monitoring activities. 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. 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. Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. They will also have an important role in helping to identify and share good practice. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. There has been a lot of focus on work experience over recent years, with two of the Gatsby Benchmarks in England directly related (5. This guidance concerns assessment, which is focused on supporting learner progression. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. They both must therefore be able to consider whether assessment arrangements are delivering the required purpose, to support learner progression, and to evaluate whether schools are using the assessment information, as part of their evaluation and improvement processes, in the right way to improve effectiveness. What structures and arrangements do you already have within your school or setting? Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. To develop and maintain a shared understanding of progression, the head teacher and governing body of a school must put arrangements in place to enable all practitioners involved in learning and teaching to participate in ongoing professional dialogue: The head teacher and governing body of a school must also put arrangements in place to: To support practitioners to develop and maintain a shared understanding of progression, leaders of funded non-maintained nursery settings must: We also strongly advise them to participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression with schools into which their learners transition. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. It should contribute to developing a holistic picture of the learner their strengths, the ways in which they learn, and their areas for development, in order to inform next steps in learning and teaching. Percentage , 3. 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. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. PACEY. Leaders may wish to consider the questions below in doing this. January has been chosen to fit best with curriculum planning cycles in schools and settings. Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. Our customer service team will review your report and will be in touch. Progression and the Curriculum for Wales 2022. Non-essential cookies are also used to tailor and improve services. The Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. 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. The Code sets out the ways in which a curriculum must make provision for all learners. Helping students think about money while choosing a university . Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. 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. While the provision of personalised assessment reports to parents and carers is a statutory requirement, this is only a small element of what may be provided and should be considered in the context of the wider communication and engagement process with parents and carers. 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. There are 5 Progression Steps covering typical development from 3 years to 16 years. A cookie is used to store your cookie preferences for this website. I can listen to, understand and use basic concepts in language, e.g. This is important to help them: spot any issues or extra support they need. The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. What relationships do you already have that could support professional dialogue about progression between schools and settings? , by supporting an understanding of where schools may want to, draft guidance on assessment arrangements, evaluation, improvement and accountability, Support Transition from Primary to Secondary schools, referenced within the Summary of Legislation, Personalised Assessments: Administration Handbook, Supporting materials on curriculum design, progression and assessment can be found on Hwb, Assessment arrangements for funded non-maintained nursery settings, National Network for Curriculum Implementation, guidance on the production of Transition Plans, supporting materials on transition in practice, improve our website by collecting and reporting information on how you use it, developing a shared understanding of progression, communicating and engaging with parents and carers, the head teacher and the governing body of a maintained school or a maintained nursery school, the teacher in charge and a management committee for a PRU, a person who provides non-PRU EOTAS under section 19A of the Education Act 1996, supporting individual learners on an ongoing, day-to-day basis, identifying, capturing and reflecting on individual learner progress over time.