curriculum for wales 2022 progression steps

Schools and settings should develop and implement processes to support effective two-way communication and engagement with parents and carers. The teacher's role in building careers into the curriculum. I can listen to, understand and use basic concepts in language, e.g. We've saved some files called cookies on your device. Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. Identified improvements should then, in turn, be reflected in daily practice. Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group. Includes strategy, reports, projects and assessments. Progression and the Curriculum for Wales 2022. 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 These Regulations amend Schedule 17 to the Coronavirus Act 2020 to enable the Welsh Ministers to make a notice to temporarily dis-apply certain curriculum requirements and their associated assessment arrangements. Cookies are used to help distinguish between humans and bots on contact forms on this Averages , 5. To be truly effective all those involved with a learners journey need to collaborate and work together. There is a new curriculum in Wales which will be mandatory from September 2022. 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. Non-essential cookies are also used to tailor and improve services. 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. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. Request a different format. 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. Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, . Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. 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. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. . in special schools, with practitioners from other special schools. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. A cookie is used to store your cookie preferences for this website. This focuses on understanding what it means to make progress in a given area or discipline as learners increase the depth, breadth and sophistication of their knowledge and understanding, skills and capacities, and attributes and dispositions. Ratio and Proportion , 4. It will be important for all practitioners to familiarise themselves with the 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. Published: 28/02/2023, 10:00am. The other steps are: 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. Practitioners should support and challenge learners effectively to ensure they each make progress. 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. It can also be used as a basis for communicating and engaging with parents and carers. 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 draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. 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. 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 new Curriculum for Wales will be organised in 6 Areas of Learning and Experience (AoLE) (replacing the current 13 National Curriculum subjects), underpinned by the Cross Curricular Responsibilities of Literacy, Numeracy, Digital Competence and the Wider Skills. Designing your curriculum 3. Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. Practical support for curriculum development, quality assurance and self-evaluation, Introduces the four purposes, what's new, why it's changing and who the curriculum guidance is for, Explains the legal status of the curriculum guidance, the proposed legal duties on schools and what these mean in practice, General guidance for designing your curriculum across all areas of learning and experience, Guidance and information for designing assessment arrangements within a school curriculum, The purpose of this guidance is to support schools with a common set of expectations, priorities and supporting information for curriculum design, Our preparations for rolling out the Curriculum for Wales. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? The theme for this year's British Science Week is 'connections', and it could not be more relevant to Ofsted's latest findings on how best to teach the subject of science. 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. Mrs Owen Dosbarth 6 Years 5 & 6 Arloeswyr Innovators Progression steps 2 & 3; RRSA- Rights Respecting Schools Award; . DOWNLOAD ALL Identifying key chemistry skills The chemistry skills template (progression step 4) offers a template and example, summarising the skills developed during progression step 4, as outlined in the curriculum planning support document. How each individual learner's progression will be supported as they . 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 A summary of the public's response to recommendations on a new approach to curriculum and assessment. Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. To ensure quality for our reviews, only customers who have purchased this resource can review it. Some cookies are necessary in order to make this website function correctly. . From September 2022 it is statutorily required in primary and nursery education. used to prevent cross site request forgery. Consideration should also be given to other people who are important for a learner, such as their advocate or social worker. Progression step 5. 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. 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. Presentations and videos about the Curriculum and Areas of Learning and Experience. How we are progressing towards all schools becoming learning organisations. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. functionality such as being able to log in to the website will not work if you do this. Unfortunately not the ones with chocolate chips. This will give practitioners the ability to come together nationally to discuss progression in Curriculum for Wales. Estyn also have a duty to inspect in accordance with the legislation. Non-essential cookies are also used to tailor and improve services. Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. It is for schools and settings to decide the nature of the arrangements they wish to put in place, ensuring that they are appropriate to their context. This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. It will affect all schools except independent schools. Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. How to use the curriculum planning support document is available as a pdf. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. There are 5 Progression Steps covering typical development from 3 years to 16 years. The full detail of these requirements can be found here with supporting information provided below. developmentally appropriate relationships and sexuality education. 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. Supporting materials on curriculum design, progression and assessment can be found on Hwb. Although schools have faced a challenging time during the . The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. It differs to some extent in structure and content to other parts of the United Kingdom, in the later case particularly in . Progression step 3. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. Information on any support, interventions or additional needs required for the learners development should also be shared. Progress and next steps will be . This should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. The Code sets out the ways in which a curriculum must make provision for all learners. There has been a lot of focus on work experience over recent years, with two of the Gatsby Benchmarks in England directly related (5. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. We . 13 Feb 2023. 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. Ratings & Reviews. Guidance for school governors about the Curriculum for Wales 2022. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. Brain Awareness Week is a global campaign held every March. Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. The curriculum has been reformed at a national level in order to raise standards, reduce the attainment gap between students and equip young people with the skills they need to live in todays ever-changing society. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. By continuing to use this site, you agree to our use of cookies. As part of the exercise you will be asked for your thoughts on the proposals themselves, how they can be refined, and the support you feel you will need to turn the high level principles into a reality. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. The Probability Practice Worksheets provide well crafted content that lifts the weight off the teacher's shoulders and instead puts the focus on the pupil getting great . 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. Our school curriculum has been developed using the principles of co-construction. A review and recommendations on including Welsh history and perspective in school education. For further support, please see Annex 1. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. 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.

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