UPDATED Curriculum for Wales 2022 Progression Steps 1-3 (All AoLEs) Subject: Welsh Age range: 5-7 Resource type: Other 0 reviews UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. RSE pilot final report containing learning, reflections and suggestions for schools and settings. 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. 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. functionality such as being able to log in to the website will not work if you do this. Published: 28/02/2023, 10:00am. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. Listening for meaning. 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. NSW Law Society of New South Wales, NSW Young Lawyers - The NSW Young Lawyers Mentoring Program unites newly admitted lawyers seeking guidance and support with more experienced lawyers who are willing to volunteer their time to assist those just starting out in their careers. This should be informed by a good understanding of child development. These are set Some of these may be specific to individual areas of learning and experience (Areas), some may apply across more than one Area and others may be specific to learners with additional needs. Matomo cookies healthy, confident individuals, ready to lead fulfilling lives as valued members of society. How to use the curriculum planning support document is available as a pdf. They are key to school level curriculum design and development. Sets out the 27 statements of what matters across the 6 areas of learning and experience. 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. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of 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. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. Supporting learner progression assessment guidance. The needs and progression of our learners and is central to our curriculum. 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. As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have What is the difference between current teacher assessments and the proposals for assessment to support the new curriculum? It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . An indication of most appropriate practitioners to contribute to the most relevant discussions in supporting learner progression (depending on the focus of the discussions under consideration). Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. 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. 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 independent Audit Wales report on the Curriculum for Wales published on 26 May recognised the integrated nature of the wider education reform agenda: the fundamental importance of professional learning and pedagogy, the work on school improvement, self-evaluation and accountability, the reform of qualifications, and the important role of Theyll work with their teachers to understand how well theyre doing. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. In later years it will focus on working both independently and collaboratively. used to prevent cross site request forgery. Request a different format. The new achievement outcomes for each progression step will not be used to make best fit judgements. 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. Families engage enthusiastically with this considered approach to homework. Art itself is not static, and its purposes, materials and methods are always evolving.'. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. 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. HWB.GOV.WALES uses cookies which are essential for the site to work. An Assessment Working Group has been central to developing the new proposals. How could these evolve, be adapted or be improved to enable practitioners to come together to discuss progression? Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. 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. Four overarching aims guide the entire curriculum. 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. their next steps and the support or challenge . The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. Staff know their pupils well. 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. Learners progression should be assessed in relation to the breadth of the school or settings curriculum, which is designed to reflect the principles of progression, and informed by the descriptions of learning. 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). types. 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. 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. Information on any support, interventions or additional needs required for the learners development should also be shared. 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. 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. From September 2022 it is statutorily required in primary and nursery education. Supporting materials on curriculum design, progression and assessment can be found on Hwb. Further guidance to support schools has been provided in the Welsh Government document The Journey to 2022.. What further support and opportunities for discussion are available to the school or setting through local and regional networks and how might these be used to discuss progression? Brain Awareness Week is a global campaign held every March. Although schools have faced a challenging time during the . Secondary schools were given a choice of whether to teach it to Year 7 in 2022/23, as originally planned, or wait a further year until it also becomes statutory for Year 8 in September 2023. There has always been a choral tradition in Wales (some choirs having as many as 2,000 to 3,000 voices). Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, . Leia Curriculum for Wales: Progress in Computing for 11-14 years de George Rouse disponvel na Rakuten Kobo. It will be important for all practitioners to familiarise themselves with the detail. When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). 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. When making, implementing, reviewing and revising assessment arrangements and classroom practice, those responsible should adopt the principles set out in this guidance and must have regard to its contents to support progression. The Gregynog sisters. 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. Create confident and capable mathematicians with accessible explanations and. Cookies are used to help distinguish between humans and bots on contact forms on this Curriculum for Wales: Statements of What Matters Code Legislation Curriculum for Wales: Statements of What Matters Code Sets out the 27 statements of what matters across the 6 areas of learning and experience.