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. It opens an important period for engagement with practitioners, with feedback invited until 19 July. Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. 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 The curriculum is underpinned by the school's Christian vision and associated values. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. Percentage , 3. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. engage with non-PRU EOTAS providers to which, or from which, they have learners transitioning and/or dual registered learners, inviting them to participate in ongoing professional dialogue. Effective engagement with parents and career can also provide assurances to parents in respect of their learners progress, the realisation of the curriculum and the support being offered to learners. profitez du shopping sans soucis. There is a clear link between these discussions and transition arrangements both within and between schools and settings. They will be the starting point for all decisions on the content and experiences developed as part of the curriculum to support our children and young people to be: The curriculum will be organised into 6 Areas of Learning and Experience: This area incorporates art, dance, drama, film and digitalmedia and music. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . Assessment should not be carried out for the purpose of accountability. Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. The new achievement outcomes for each progression step will not be used to make best fit judgements. Guidance for school governors about the Curriculum for Wales 2022. 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 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. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. 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. Healthy, confident individuals who . used to prevent cross site request forgery. This article provides an overview of education in Wales from early childhood to university and adult skills.Largely state funded and free-at-the-point-of-use at a primary and secondary level, education is compulsory for children in Wales aged five to sixteen years old. Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. The principles of progression can offer schools an organising framework and shared narrative for their communications with parents and carers. iBSL is no longer a CCEA Regulation recognised awarding organisation. As such phases and stages do not exist in the new curriculum. Enterprising, creative contributors who are ready to play a full part in life and work. 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. This is a move away from the current system where judgements are made on the overall attainment of a learner in a subject at a specific age through the allocation of a level on a best fit basis. The new curriculum will therefore measure learners' progress through expected 'Achievement Outcomes' at five 'Progression Steps' at ages 5, 8, 11, 14 and 16. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and Governing bodies have a responsibility to support the head teacher and to provide appropriate challenge across the breadth of the schools activities. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. 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. 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. Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. Now a new three-year project, Camau I'r Dyfodol, will help practitioners grow that meaningful understanding, helping it evolve as the curriculum evolves. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. The focus of discussions regarding progression will naturally evolve over time as schools and settings move through the phases of curriculum design into first teaching and then ongoing review and improvement. It differs to some extent in structure and content to other parts of the United Kingdom, in the later case particularly in . 03rd March 2023. 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. Progression Step 1 Nursery to Reception. An 'awsUploads' object is used to facilitate file uploads. Curriculum for Wales 2022 . Learning will include skills and experiences, as well as knowledge. Create . 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. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. The assessments must be taken annually in line with the statutory guidance provided in the, Increasing breadth and depth of knowledge, Deepening understanding of the ideas and disciplines within Areas, Refinement and growing sophistication in the use and application of skills, Making connections and transferring learning into new contexts, inform communications and engagement activity with parents and carers, support the transition of learners along the 3 to 16 continuum, help practitioners and leaders develop their understanding of progression, review and revise the curriculum and corresponding assessment arrangements, identify where improvement and support are needed as part of the school or settings self-evaluation process, their joint expectations for how learners should progress and how knowledge, skills and experiences should contribute to this in schools and settings curricula drawing on the principles of progression, statements of what matters and descriptions of learning, how to ensure coherent progression for learners throughout their learning journey and in particular at points of transition (for example, across and between primary and secondary school; across and between funded non-maintained nursery settings and primary schools, or schools and EOTAS providers; and from year to year within a school/setting). The Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. 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. This incorporates geography, history, religion, values andethics, business studies and social sciences. They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. By continuing to use this site, you agree to our use of cookies. *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. 2 Mar 2023. There has been a lot of focus on work experience over recent years, with two of the Gatsby Benchmarks in England directly related (5. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. to improve the website performance by capturing information such as browser and device The curriculum has been developed based on a report commissioned in 2014. 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. Conditions. Welsh Governments response to Audit Wales report on the Curriculum for Wales. In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. 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. Discover. Practitioners should support and challenge learners effectively to ensure they each make progress. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. These are as follows. These are set Supporting materials on curriculum design, progression and assessment can be found on Hwb. . 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. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. 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. 185799104399 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. types. Personal statements will not be changing for 2024 entry. Introduction Draft Curriculum for Wales 2022: Expressive Arts 04 A transformational curriculum The White Paper Our National Mission: A Transformational Curriculum1 set out the detailed legislative proposals for Curriculum for Wales 2022. . Professional dialogue between practitioners within and across schools and settings must happen on an ongoing basis. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. It takes the form of a series of six workshops, with support materials, designed to be used by groups of practitioners who will work as a community of enquiry to develop their understanding of progression across the curriculum and, thus, build their capacity in their own context to plan and use assessment approaches which support learning progression. An outline of how the outcomes of these discussions will be captured to inform a school/settings self-evaluation processes and how their subsequent improvement priorities in turn help identify the areas for consideration during these conversations. In doing so, they should take into account the diverse needs of individual learners across the breadth of the curriculum. (LogOut/ a revised journey to curriculum roll-out section to reflect the fact that the curriculum is now being implemented, corrections to issues with definitions and hyperlinks, more clarity through minor amends to narrative following feedback, Introduction to Curriculum for Wales guidance, Curriculum for funded non-maintained nursery settings, Curriculum in Wales: Planning and priority guide, Consultations on additional Curriculum for Wales guidance, Education is changing: information for parents, carers and young people, improve our website by collecting and reporting information on how you use it. 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. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. 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. Includes strategy, reports, projects and assessments. Progression Steps and Achievement Outcomes . iBSL informed CCEA Regulation in January 2023 of its intention to surrender recognition in respect of all of . Auteur: Laszlo Fedor. Encounters with employers and employees . Brain Awareness Week is a global campaign held every March. Explore the pedagogy required to prepare for and implement the new curriculum and compare this to current practice. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. 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 Maths Week is an event that you can hold at your school at any time of the year to promote the importance of mathematical skills and show how we use mathematics and numeracy in our everyday lives. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. 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. HWB.GOV.WALES uses cookies which are essential for the site to work. The New Curriculum for Wales progression steps will be implemented in September 2022. Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group. Tes Global Ltd is position and comparison. 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. There has always been a choral tradition in Wales (some choirs having as many as 2,000 to 3,000 voices). I can listen to, understand and use basic concepts in language, e.g. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. 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. Much work has been done to identify key areas for development in light of local & national priorities. To be truly effective all those involved with a learners journey need to collaborate and work together. 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. Schools can use our assessment frameworks to help prepared for the new Curriculum for Wales 2022. All maintained schools and settings using the new curriculum and assessment arrangements, ambitious, capable learners ready to learn throughout their lives, enterprising, creative contributors, ready to play a full part in life and work, ethical, informed citizens of Wales and the world. A summary of the public's response to recommendations on a new approach to curriculum and assessment. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. 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. 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. How could you work together to improve current arrangements and ways of working to support these discussions? about a learners overall progression at a set age or point in time. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster.