As such phases and stages do not exist in the new curriculum. How an understanding of child development is applied to support progression for all learners. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. These are set However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. They are not a series of criteria to be directly assessed against, nor can they be assessed by discrete assessment tasks, independent of learning and teaching activities. In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. 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 allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. (LogOut/ The group will review learning resources and professional training in relation to the teaching of Black, Asian and Minority Ethnic (BAME) history, Welsh history and cynefin. 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. Theyll work with their teachers to understand how well theyre doing. 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. Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . 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. Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. 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. 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. 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. 13 Feb 2023. Who has developed the assessment proposals? 2 Mar 2023. If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. 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. Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, . 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. PACEY. Women Lawyers Association of NSW - An opportunity for female law . Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. The new curriculum is a continuum of learning for children from 3 to 16 years of age. Equally, continuity of learning to support progression for learners is crucial at this stage in a learners journey. This should be informed by a good understanding of child development. GOV.WALES uses cookies which are essential for the site to work. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. Brain Awareness Week is a global campaign held every March. A summary of the public's response to recommendations on a new approach to curriculum and assessment. 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. This includes planning to support Year 6 learners transition to secondary school. The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. 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. 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. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. Published: 28/02/2023, 10:00am. 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. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. Our new Welsh Progression Steps Frameworks are now available. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. This incorporates physical health anddevelopment, mental health and emotionaland social well-being. You can change your cookie settings at any time. 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 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. 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. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. To be truly effective all those involved with a learners journey need to collaborate and work together. This relationship at the local, regional, and national level will help bring coherence as schools and settings engage with and enact Curriculum for Wales and it evolves within schools and settings. Tes Global Ltd is You can change your cookie settings at any time. 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. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. 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. The curriculum specified what subjects should be taught and what standard children were expected to reach by different 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. Guidance for school governors about the Curriculum for Wales 2022. Assessment proposals will be part of the draft Curriculum for Wales 2022, to be published on 30 April 2019. The curriculum has been developed based on a report commissioned in 2014. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? Assessment has three main roles in the process of enabling learner progression: When planning and delivering learning experiences, practitioners should be clear about the specific role of each assessment being undertaken, and what the understanding gained from assessment will be used for and why. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. For ease, links to the relevant sections of this guidance will be provided in the Welsh Ministers assessment arrangements guidance for funded non-maintained nursery settings. The Code sets out the ways in which a curriculum must make provision for all learners. 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. When are students first introduced to key topics? Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. 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. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and The data from this cookie is anonymised. The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. The other steps are: Families engage enthusiastically with this considered approach to homework. Progression and the Curriculum for Wales 2022. 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. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. School and setting leaders are best placed to develop the most appropriate arrangements to enable practitioners to participate in professional dialogue for the purpose of developing a shared understanding of progression. 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. This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. Progression is not linear and different learners are likely to progress in markedly different ways. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? 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. Information that flows from assessing learner progress should be used to identify strengths and areas for improvement in both the curriculum and daily practice, including consideration of how the needs of learners as individuals have been met. website. As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. 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. 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 . In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. The foundation for this engagement and partnership is establishing: Schools and settings must design and/or adopt a curriculum that enables learners to realise the four purposes, providing for appropriate progression for all learners. 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. There is a clear link between these discussions and transition arrangements both within and between schools and settings. How could you work together to improve current arrangements and ways of working to support these discussions? 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. There has always been a choral tradition in Wales (some choirs having as many as 2,000 to 3,000 voices). The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. The proposals, further evolved following feedback, will form the basis of statutory guidance which schools will have to have regard to when developing andundertaking assessment in the new curriculum. The curriculum has been made in Wales but shaped . 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. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. Progression Steps and Achievement Outcomes . Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. This guidance should be used as a basis for professional discussions and learning within and between schools and settings, to support self-improvement and to bring consistency across schools and settings. More information on each of these main participants is detailed below. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. Assessment is intrinsic to curriculum design and its overarching purpose within the curriculum is to support every learner to make progress. For further support, please see Annex 1. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. 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.