curriculum for wales 2022 progression steps
These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. 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. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. 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. A review and recommendations on including Welsh history and perspective in school education. A summary of the public's response to recommendations on a new approach to curriculum and assessment. Change). The full detail of these requirements can be found here with supporting information provided below. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. Our school curriculum has been developed using the principles of co-construction. Practitioners developing a shared understanding of progression at a school, setting or cluster level helps ensure learners experiences are joined-up, authentic and relevant, and also helps identify how to sequence learning effectively. New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. 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. 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. Learning will include skills and experiences, as well as knowledge. However, information that flows from assessing learner progress can contribute to the evidence of learner progress in a school, both its extent and pace, and will be used to support the professional dialogue needed to underpin self-evaluation processes. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. The Statements of What Matters in learning are the basis of progression. 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 . Welsh Governments response to Audit Wales report on the Curriculum for Wales. Non-essential cookies are also used to tailor and improve services. 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. LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year (Poche) - EUR 37,58. iBSL informed CCEA Regulation in January 2023 of its intention to surrender recognition in respect of all of . HWB.GOV.WALES uses cookies which are essential for the site to work. As such phases and stages do not exist in the new curriculum. We've saved some files called cookies on your device. 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. The Code sets out the ways in which a curriculum must make provision for all learners. This sets out the 3 phases that form the iterative process of curriculum design for schools and settings (engagement; designing, planning and trialling; and evaluation and preparing for first teaching). The curriculum is underpinned by the school's Christian vision and associated values. Presentations and videos about the Curriculum and Areas of Learning and Experience. 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. 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. The curriculum published by Welsh Ministers is the starting point for discussions for funded non-maintained settings that choose to adopt it. This understanding should be supported by the on-entry assessment arrangements. 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. Practitioners should provide opportunities for learners to undertake peer assessment and self-assessment, supporting them to develop these skills in a way which is appropriate to the developmental stage of each learner. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. This should be achieved by embedding assessment into day-to-day practice in a way that engages the learner and makes it indistinguishable from learning. The curriculum has been developed based on a report commissioned in 2014. 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. what needs to be done for them to get there, taking account of any barriers to their learning, creating a clear vision for a curriculum that supports learners realisation of the four purposes and supports individual learner progression, creating an environment that develops the necessary knowledge and skills to promote learner wellbeing, creating an environment based on mutual trust and respect, rather than one focused on compliance and reporting, enabling practitioners to develop the knowledge and skills necessary to carry out their role in assessment effectively, ensuring the design, adoption, review and revision of a curriculum that affords opportunities for practitioners to plan purposeful learning that addresses the needs of each learner, developing and embedding processes and structures that enable practitioners to develop a shared understanding of progression, ensuring there is a clear picture of learner progression within the school or setting that is understood by all practitioners, a process that embeds regular ongoing professional dialogue on progression into their systems to support self-reflection and inform improvement, ensuring there is a clear understanding of learner progression across schools and, where appropriate, settings, that feeds into discussions on learner progression within the school or setting, considering how additional challenge and support for the learner can be best provided, including working with other partners, encouraging engagement between all participants in the learning and teaching process in order to develop effective partnerships, ensuring that the statutory requirements have been met and that due regard has been paid to this guidance for assessment, and that practitioners are taking account of this in planning, learning and teaching and within daily practice, being clear about the intended learning, and planning engaging learning experiences accordingly, supporting the promotion of learner well-being through assessment practice, sharing intended learning appropriately with learners, evaluating learning, including through observation, questioning and discussion, using the information gained from ongoing assessment to reflect on own practice to inform next steps in teaching and planning for learning, providing relevant and focused feedback that actively engages learners, encourages them to take responsibility for their learning, and moves their learning forward, encouraging learners to reflect on their progress and, where appropriate, to consider how they have developed, what learning processes they have undertaken and what they have achieved, providing opportunities for learners to engage in assessing their own work and that of their peers, and supporting them to develop the relevant skills to do this effectively, developing learners skills in making effective use of a range of feedback to move their learning forward, involving parents and carers in learner development and progression, with the learners involvement in this dialogue increasing over time, engaging in dialogue with leaders and fellow practitioners to ensure they have a clear picture of the progress being made within their school, identifying any additional challenge or support learners may require, engaging with external partners where necessary, understand where they are in their learning and where they need to go next, develop an understanding of how they will get there, respond actively to feedback on their learning, and develop positive attitudes towards receiving, responding to and acting upon feedback in their learning, review their progression in learning and articulate this both individually and with others, reflect on their learning journey and develop responsibility for their own learning over time, engage regularly with the school or setting and its practitioners in order to understand and support their childs progression in learning, share relevant knowledge and understanding with the school or setting and its practitioners, which will support their childs learning and progression, respond actively to information provided about their childs learning and, in collaboration with the school or setting, plan ways of supporting that learning within and outside the school or setting, help practitioners assess and identify the needs of learners who may require additional support and then help them through the provision of advice and support. January has been chosen to fit best with curriculum planning cycles in schools and settings. This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. Theyll work with their teachers to understand how well theyre doing. This should be achieved through: The role of the practitioner is to plan for and provide effective learning experiences that are appropriate to the age and development of each individual learner. From September 2022 it is statutorily required in primary and nursery education. Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. smooth transitions a shared understanding across a school cluster ensures the best possible transitions within and between nursery schools and primary schools and primary and secondary school for learners, as institutions will understand what and how learners have been learning and will be learning and what their next steps in learning should be to support their education and well-being. These Regulations provide that curricular record means a formal record of a pupil's academic achievements, the pupil's other skills and abilities and his or her progress in school, as detailed in the Schedule to the Head Teacher's Report to Parents and Adult Pupils (Wales) Regulations 2011. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. about a learners overall progression at a set age or point in time. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. The descriptions of learning provide further guidance for schools and settings in relation to the pace of progression across the 3-16 continuum of learning. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and Non-essential cookies are also used to tailor and improve services. Tell the story of Wales over the last 1000 years, as you discover how Welsh history, cynefin , culture and language are connected, from the past to the present. 185799104399 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. 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. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. Identified improvements should then, in turn, be reflected in daily practice. with practitioners in other schools beyond their cluster(s) to help ensure equity across the education system. 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. 2 Mar 2023. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Curriculum for Wales: Progression Code PDF 603 KB This file may not be accessible. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. 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. Encounters with employers and employees . The Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. 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. 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. Assessment should also enable practitioners and leaders within the schools, and, where appropriate, in settings, to understand to what extent and in what ways different groups of learners are making appropriate progress. (LogOut/ To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. 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.