Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning. To develop and maintain a shared understanding of progression, the teacher in charge and management committee of a PRU, and the local authority that maintains it, must: We strongly advise that PRUs participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression when approached by schools to which, or from which, they have learners transitioning and/or dual registered learners. Explore the pedagogy required to prepare for and implement the new curriculum and compare this to current practice. How to use the curriculum planning support document is available as a pdf.
Latest updates on School Self-evaluation, Accountability and Progression 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. The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022.
Curriculum for Wales: Statements of What Matters Code NEWS: Increase in Scarlet Fever in Wales / Cynnydd yn nifer yr achosion Theyll work with their teachers to understand how well theyre doing. Equally, continuity of learning to support progression for learners is crucial at this stage in a learners journey. 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. . 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. They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by). Ratio and Proportion , 4. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. the pace and challenge of expectations the process of developing a shared understanding enables practitioners and schools and settings to explore whether their expectations for learners are sufficiently challenging and realistic and whether any support is required by individuals, further supporting equity for all learners, provide ongoing opportunities for practitioners to reflect on their understanding of progression and how it is articulated in their curriculum, thus feeding into their curriculum and assessment design, planning and self-evaluation and improvement processes, provide ongoing opportunities for practitioners to compare their thinking to other similar schools and settings, providing a level of consistency of expectation while retaining local flexibility, strengthen understanding of approaches and practice between schools and settings, including, where relevant, funded non-maintained nursery settings, PRUs and other EOTAS providers, within their school; and across their school cluster group(s). The Code sets out the ways in which a curriculum must make provision for all learners. Our customer service team will review your report and will be in touch. 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. 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. Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. 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.
Going live: Rolling out the new curriculum from this September It differs to some extent in structure and content to other parts of the United Kingdom, in the later case particularly in . Schools can use our assessment frameworks to help prepared for the new Curriculum for Wales 2022. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . 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. Schools and settings should plan a range of assessment methods and techniques that are fit-for-purpose and support progression across the breadth of the curriculum. Curriculum for Wales (2022-present) From Wikipedia, the free encyclopedia 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. Staff know their pupils well. 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. 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 incorporates physical health anddevelopment, mental health and emotionaland social well-being. website. developmentally appropriate relationships and sexuality education.
Additions and Changes to Curriculum Guidance - 30th September A Ministerial Direction pursuant to section 57 of the Curriculum and Assessment Act 2021, for the purpose of enabling practitioners to participate in professional dialogue within their school or setting and with practitioners from other schools and settings to develop and maintain a shared understanding of learner progression.
Music education in Wales - Wikipedia Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. As they make progress along the continuum with increasing independence, learners should be supported and encouraged to: Parents, carers and external partners have an important role to play and schools and settings should engage with them so that they can support learner progression in an appropriate way. Percentage , 3. HWB.GOV.WALES uses cookies which are essential for the site to work. Averages , 5.
Progression Step 1 - Wales - Twinkl Resources - Twinkl This guidance outlines the key principles and purpose of assessment, designed to support learner progression.
Curriculum for Wales 2022 - NDNA An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have
Mathematics Progression Points Year 3 (PDF) - uniport.edu position and comparison. This understanding can contribute to processes of self-evaluation and continuous improvement. A summary of how professional learning is changing to meet the needs of the new curriculum. These could include regular whole staff meetings, departmental meetings and cross-department groups. 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. Key facts showing the percentage of learners and staff from BAME backgrounds. These statements articulate the 'big ideas' which learners explore and develop learning in. A review and recommendations on including Welsh history and perspective in school education. 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. . 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. It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. The curriculum sets out "what matters" and "progression steps" for each learning area. Despite this, music education in Wales did not exist before the early years of the 20th century. The Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. A summary of individual learner information should be provided annually, the timing and format of which will be determined by the head teacher but which best supports the learners progress. What structures and arrangements do you already have within your school or setting? Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. Therefore, supporting learner progression is a requirement for all maintained schools and settings. A timetable for various meetings/engagement opportunities.
Curriculum for Wales - Hwb The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? This enables them to learn from each other in a supportive environment. A useful article on this blog in June 2018 outlined the principles underpinning progression, and in September an animation on progression was also published to explain the approach. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Mathematics and Numeracy. Preparing students for interviews. 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. It may be drawn upon to: Schools will still need to maintain the educational and curricular record as required by the Pupil Information (Wales) Regulations 2011.