Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. What practical arrangements might be needed to enable this? What further support and opportunities for discussion are available to the school or setting through local and regional networks and how might these be used to discuss progression? In doing so, they should build on structures and relationships that are already in place. This is your chance to get to know the new curriculum and make your contribution. A vision statement developed by the group. Poster outlining the 4 purposes of education for children and young people. 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. The new curriculum for Wales has removed levels, replacing them with Progression Steps. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. Healthy, confident individuals who . Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. To be truly effective all those involved with a learners journey need to collaborate and work together. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. January has been chosen to fit best with curriculum planning cycles in schools and settings. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. The Curriculum for Wales Guidance has been updated. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. Confidently deliver Computing for the new Curriculum for Wales and develop students' ICT skills with the interactive, ac. 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. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. 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. Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. (LogOut/ The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . Our cookies ensure you get the best experience on our website. Livraison gratuite partir de 20 . 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. Progression step 2. website. This will give practitioners the ability to come together nationally to discuss progression in Curriculum for Wales. How will you ensure that the discussions within a school or setting can feed into dialogue across schools and settings and vice versa and that these have a positive impact on planning, learning and teaching? Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. What is the difference between current teacher assessments and the proposals for assessment to support the new curriculum? The Four Purposes will be at the heart of our new curriculum. This should be informed by a good understanding of child development. Unfortunately not the ones with chocolate chips. This should be achieved through: The role of the learner is to participate in and contribute to the learning process in a way that is appropriate to their age and stage of development. Then choose a task for your pupils or ask them to choose between the two. Ratio and Proportion , 4. This helps ensure that learners make continuous progress and supports them to progress over time. This should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. Theyll work with their teachers to understand how well theyre doing. An indication of most appropriate practitioners to contribute to the most relevant discussions in supporting learner progression (depending on the focus of the discussions under consideration). period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. The way children learn in primary schools will be different. They will also have an important role in helping to identify and share good practice. 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 can be considered as both longitudinal and cross-sectional. 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. This understanding should be supported by the on-entry assessment arrangements. 01 March 2023. How could you work together to improve current arrangements and ways of working to support these discussions? Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? 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. (LogOut/ Sets out the 27 statements of what matters across the 6 areas of learning and experience. This important focus is a means for schools and settings to ensure their curriculum, and the learning and teaching, helps raise the achievement of all and, in particular, the achievement and attainment of learners from disadvantaged backgrounds. Women Lawyers Association of NSW - An opportunity for female law . I can listen to, understand and use basic concepts in language, e.g. Conditions. 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 changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. Encounters with employers and employees . Percentage , 3. 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. Personal statements will not be changing for 2024 entry. on-entry assessment arrangements for funded non-maintained nursery settings. The following must have regard to the guidance when making arrangements for assessing children and pupils: Assessment is a fundamental part of Curriculum for Wales and is integral to the process of learning. More information on each of these main participants is detailed below. Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. The aim is to help practitioners gain a clear picture of a learners achievements, plan appropriately, identify and seek additional support if needed, and report back to parents. 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. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. in secondary schools, with practitioners from at least one other secondary school to support collaboration and coherence across the latter stages of the 3 to 16 continuum. Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by). While the provision of personalised assessment reports to parents and carers is a statutory requirement, this is only a small element of what may be provided and should be considered in the context of the wider communication and engagement process with parents and carers. The Curriculum for Wales will then be . Helping students think about money while choosing a university . 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. Therefore, supporting learner progression is a requirement for all maintained schools and settings. Ratings & Reviews. More information can be found online. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. Non-essential cookies are also used to tailor and improve services. Explains what the Curriculum and Assessment (Wales) Act will do. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. Information on any support, interventions or additional needs required for the learners development should also be shared. Staff know their pupils well. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. 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 role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. 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. Presentations and videos about the Curriculum and Areas of Learning and Experience. As such, practitioners should assess all learners across the 3 to 16 continuum based on the progression articulated in their school or settings curriculum and in their planned learning intentions. This role should be supportive, building upon the practices already established at school or setting and cluster level, and should not be about external accountability. New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. This style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. By continuing to use this site, you agree to our use of cookies. This information is then used by learners and practitioners to determine the next steps needed to improve their learning further and to inform practitioner planning. 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. For settings who have chosen to design and adopt their own curriculum the Enabling Learning guidance should be used as a starting point for discussions. It may also be appropriate for leaders to put arrangements in place which allows practitioners from their school/setting to participate in professional dialogue with representatives from various settings or sectors together for example, a primary school may wish to invite relevant funded non-maintained nursery settings to contribute to school cluster meetings or schools may meet through cross-cluster arrangements. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. Families engage enthusiastically with this considered approach to homework. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and