Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. Preparing students for interviews. Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. Literacy and Numeracy Framework - Hwb Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. What relationships do you already have that could support professional dialogue about progression between schools and settings? This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. Latest updates on School Self-evaluation, Accountability and Progression There are 5 Progression Steps covering typical development from 3 years to 16 years. Practitioners should support and challenge learners effectively to ensure they each make progress. 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. 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. Children will continue to be assessed and this will focus on ensuring that all pupils understand where they are and what they need to do next in order to progress. This includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. Recommendations for knowledge, skills and experiences - Swansea Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. This should take into account their developmental stage and any barriers to learning, ensuring that each learner is able to demonstrate progress in line with their individual ability. 01 March 2023. The Curriculum for Wales Framework is being developed for settings and schools in Wales. . These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. In doing so, they should build on structures and relationships that are already in place. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. 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. There will be opportunities for practitioners to engage in discussions on progression as part of: The learning gained from such discussions at a regional and national level should feed back into processes at a local level. Curriculum for Wales: Annual Report 2022 Principles of progression Mandatory In the Mathematics and Numeracy Area the model of progression is based on the development of five interdependent proficiencies, outlined below. Theyll work with their teachers to understand how well theyre doing. There is a new curriculum in Wales which will be mandatory from September 2022. We've saved some files called cookies on your device. The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. 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. The necessary cookies set on this website are as follows: A 'sessionid' token is required for logging in to the website and a 'crfstoken' token is Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. in special schools, with practitioners from other special schools. 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. 13 Feb 2023. Progression Step 1 - Wales - Twinkl Resources - Twinkl Non-essential cookies are also used to tailor and improve services. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. 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. Designing your curriculum 3. 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. 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. understanding group progress in order to reflect on practice. Ethical, informed citizens who are ready to be citizens of Wales and the world. International Women's Day in Wales Powerpoint (Teacher-Made) Going live: Rolling out the new curriculum from this September Assessment Software for Curriculum for Wales 2022 - B Squared The curriculum sets out "what matters" and "progression steps" for each learning area. Governing bodies have a responsibility to support the head teacher and to provide appropriate challenge across the breadth of the schools activities. 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. It provides details to schools and settings providers of funded non-maintained nursery education (FNNE), pupil referral units (PRUs), other education other than at school (EOTAS) providers of the matters to which they must have regard to when making, implementing, reviewing and revising assessment arrangements and classroom practice integral to their curriculum. Effective self-evaluation will involve schools and settings reflecting on their approaches to planning, developing and implementing curriculum and assessment arrangements, to ensure they are supporting learner progression. Equally, continuity of learning to support progression for learners is crucial at this stage in a learners journey. This should be informed by a good understanding of child development. Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning. HWB.GOV.WALES uses cookies which are essential for the site to work. This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. Enterprising, creative contributors who are ready to play a full part in life and work. More detailed reviews of our curriculum will take place on a rolling basis over . Additions and Changes to Curriculum Guidance - 30th September These Regulations provide that curricular record means a formal record of a pupil's academic achievements, the pupil's other skills and abilities and his or her progress in school, as detailed in the Schedule to the Head Teacher's Report to Parents and Adult Pupils (Wales) Regulations 2011. Building on strengths and removing barriers - preparing for the 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. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. Curriculum for Wales Blog | A curriculum for life | Page 4 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. 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). 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. A summary of the public's response to recommendations on a new approach to curriculum and assessment. PDF Statutory Inspection of Anglican and Methodist Schools (SIAMS) Report This understanding can contribute to processes of self-evaluation and continuous improvement. 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. 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. Schools and settings should develop and implement processes to support effective two-way communication and engagement with parents and carers. Curriculum for Wales - EAS Progress and next steps will be . Assessment is key to supporting deep learning and should be used to identify whether a learner needs to consolidate learning, whether further support is needed and/or whether the learner can progress to the next steps in learning. to improve the website performance by capturing information such as browser and device For a definition of school cluster group(s), please see the. Identified improvements should then, in turn, be reflected in daily practice. New project to bring long-lasting support for Assessment and Progression This incorporates biology, chemistry, physics,computer science anddesign and technology. The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. PDF Transition Plan 2022-25 To ensure quality for our reviews, only customers who have purchased this resource can review it. 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. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. The New Curriculum for Wales progression steps will be implemented in September 2022. The descriptions of learning provide further guidance for schools and settings in relation to the pace of progression across the 3-16 continuum of learning. School curriculum overhaul for Wales published - BBC News Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. Working within the Curriculum for Wales framework, overall assessment arrangements at a school or setting level are a matter for individual schools and settings to determine as they design their own curriculum.

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