to improve the website performance by capturing information such as browser and device Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. As they do so, they will make links across their learning and apply this in new and challenging contexts. Designing your curriculum 3. 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. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. . 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. The full detail of these requirements can be found here with supporting information provided below. 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. There is a clear link between these discussions and transition arrangements both within and between schools and settings. Non-essential cookies are also used to tailor and improve services. Explore all your options and start planning your next steps. 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. Cookies are used to help distinguish between humans and bots on contact forms on this 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. how their expectations for progression compare to those of other schools and settings, to ensure coherence and equity across the education system and a sufficient pace and challenge in their approach to progression in their curriculum and assessment arrangements. 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. Guidance for school governors about the Curriculum for Wales 2022. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. From September 2022 it is statutorily required in primary and nursery education. Communicating effectively with parents and carers on an ongoing basis is an important way to foster positive relationships in order to engage them in purposeful and meaningful dialogue. Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . Therefore, to develop and maintain a shared understanding of progression, local authorities must make arrangements to: We recommend that local authorities encourage EOTAS providers to participate in discussions relating to progression when approached by a school to which, or from which, they have learners transitioning and/or dual registered learners. Our school curriculum has been developed using the principles of co-construction. This incorporates physical health anddevelopment, mental health and emotionaland social well-being. By continuing to use this site, you agree to our use of cookies. Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. Four overarching aims guide the entire curriculum. Progression Steps and how they complement each other. 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. Ideally this should be a three-way communication process between the learner, their parents, carers and practitioners. The Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. The change includes a move to online Personalised Assessments from National Tests. Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. Much work has been done to identify key areas for development in light of local & national priorities. Where possible, learners should be enabled to gather examples of their learning, articulate their own progress and achievements, and convey their aspirations and views on the next steps in their learning. For a definition of school cluster group(s), please see the. Change), You are commenting using your Twitter account. The new Curriculum for Wales will apply from the age of 3 to 16 and provide for a continuum of learning rather than the separation of schooling into key stages as at present. 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. This refers to particular elements, in addition to the above, that each school or setting may choose to develop and implement in their own context to support assessment practice. Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. There is a new curriculum in Wales which will be mandatory from September 2022. Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. This may include specialist educational support and support from other agencies (for example health services), provide information about learning progression that has taken place and been assessed in other contexts (for example for learners in joint placements between a school and another setting). website. 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. The data from this cookie is anonymised. When undertaken well, this can aid learner progression by helping parents and carers to understand how they can support learning within and outside the school environment creating a bridge between school or setting and home. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. PACEY. How we are progressing towards all schools becoming learning organisations. Our cookies ensure you get the best experience on our website. Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. This helps ensure that learners make continuous progress and supports them to progress over time. When designing their curriculum, schools and settings should consider what information that flows from assessing learner progress needs to be gathered and recorded in order to illustrate and record progress in learning, along with when this should take place and in what level of detail. In doing this, they have ensured flexibility for funded non-maintained settings and schools to plan assessment appropriately to support their curricula at a local level. The Curriculum for Wales framework guidance will be updated annually in January of each year. These are only suggestions to support the planning process: This professional dialogue should inform self-evaluation, by supporting an understanding of where schools may want to improve their curriculum. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. 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. Progression step 1 Progression step 2 Progression step 3; These recommendations are based on Humanism. 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. Information on any support, interventions or additional needs required for the learners development should also be shared. 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. This is important to help them: spot any issues or extra support they need. Practitioners should support and challenge learners effectively to ensure they each make progress. 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. Public Health Wales have published a warn and inform letter regarding scarlet fever an invasive streptococcal disease./ Mae Iechyd Cyhoeddus Cymru wedi cyhoeddi llythyr rhybuddio a hysbysu yngln thwymyn y Scarlet yn glefyd streptococol ymledol. 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. 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. Further guidance to support schools has been provided in the Welsh Government document The Journey to 2022.. Progression and the Curriculum for Wales 2022 'Successful Futures' recommended a change from the current phases and key stages to a continuum of learning from 3 - 16 years old. To ensure quality for our reviews, only customers who have purchased this resource can review it. RSE pilot final report containing learning, reflections and suggestions for schools and settings. Staff know their pupils well. Percentage , 3. Create . 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Curriculum for Wales 2022 . 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). There has always been a choral tradition in Wales (some choirs having as many as 2,000 to 3,000 voices). The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. More information can be found online. . 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. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3.

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