The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. Our customer service team will review your report and will be in touch. This guidance covers key processes needed for effective learner progression, namely: This guidance has been developed to take the needs of all learners into account and recognises that their identity, language, ability, background and prior learning, as well as the support they may need, will differ according to their particular circumstances. Encounters with employers and employees . Preparing students for interviews. Our new Welsh Progression Steps Frameworks are now available. Statutory online personalised assessments are part of the wider assessment arrangements and are designed to help the practitioner and learner understand how a learners reading and numeracy skills are developing and what the next steps should be. This is key to enabling them to work towards realising the four purposes, as they progress through their school or settings and into different pathways beyond school. The Code sets out the ways in which a curriculum must make provision for all learners. New Curriculum for Wales. 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). More information can be found online. Our mission is to provide people with homes and specialist support so they feel more valued and secure, and ready to take the next steps. 2 Mar 2023. A summary of how professional learning is changing to meet the needs of the new curriculum. . 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. GOV.WALES uses cookies which are essential for the site to work. The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. This will give practitioners the ability to come together nationally to discuss progression in Curriculum for Wales. Mrs Owen Dosbarth 6 Years 5 & 6 Arloeswyr Innovators Progression steps 2 & 3; RRSA- Rights Respecting Schools Award; . Cookies are used to help distinguish between humans and bots on contact forms on this The interim report focuses on learning resources. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. Percentage , 3. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, . These are set Schools can use our assessment frameworks to help prepared for the new Curriculum for Wales 2022. Create confident and capable mathematicians with accessible explanations and. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. The context of the review says 'Art is a rich and varied set of practices central to human civilisation. 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. New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. The guidance document will be published in January 2020. This should be achieved by embedding assessment into day-to-day practice in a way that engages the learner and makes it indistinguishable from learning. Presentations and videos about the Curriculum and Areas of Learning and Experience. 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. iBSL is no longer a CCEA Regulation recognised awarding organisation. 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? This guidance concerns assessment, which is focused on supporting learner progression. More information on each of these main participants is detailed below. It should be read alongside any supporting guidance and supplementary information on the key processes needed for effective learner progression, published in parallel with the legislation in summer 2022. From September 2022 it is statutorily required in primary and nursery education. The understanding a practitioner has of each individual learner, gained from assessment, is essential in supporting this process. understanding group progress in order to reflect on practice. Track - Monitor coverage and progress across the five progression steps to help identify next steps for individual pupils and whole cohorts. 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. Progression is not linear and different learners are likely to progress in markedly different ways. Supporting learner progression assessment guidance. 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. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. 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. There is a new curriculum in Wales which will be mandatory from September 2022. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. The framework for evaluation, improvement and accountability aims to drive behaviours which positively support and enable our vision for curriculum and assessment, giving practitioners and school leaders the confidence to learn and improve their practice continually to best support learner progression. (LogOut/ The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. Create . 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. experiences and skills for careers and the workplace, learning about local, national and international contexts. Arithmetic . . 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. Theyll work with their teachers to understand how well theyre doing. The National Network will be an opportunity for all interested practitioners to get involved in national co-construction to address our shared challenges and opportunities. The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. 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 curriculum has been made in Wales but shaped . Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. These include the key principles and purpose of assessment as outlined in this guidance along with other statutory guidance published alongside subordinate legislation such as the guidance to Support Transition from Primary to Secondary schools. Progression and the Curriculum for Wales 2022. Our cookies ensure you get the best experience on our website. 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. However, when coming together to develop their understanding of progression, we envisage primary and secondary school practitioners will consider not only progression at Year 6 and Year 7 but the 3-16 continuum as a whole. This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. This understanding can contribute to processes of self-evaluation and continuous improvement. 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. by default and whilst you can block or delete them by changing your browser settings, some There has been a lot of focus on work experience over recent years, with two of the Gatsby Benchmarks in England directly related (5. I can listen to, understand and use basic concepts in language, e.g. Estyn also have a duty to inspect in accordance with the legislation. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. How an understanding of child development is applied to support progression for all learners. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. 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 The new curriculum is a continuum of learning for children from 3 to 16 years of age. This helps ensure that learners make continuous progress and supports them to progress over time. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. How we are progressing towards all schools becoming learning organisations. 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. How could these evolve, be adapted or be improved to enable practitioners to come together to discuss progression? Information that flows from assessing learner progress should be used to identify strengths and areas for improvement in both the curriculum and daily practice, including consideration of how the needs of learners as individuals have been met. In doing so, they should take into account the diverse needs of individual learners across the breadth of the curriculum. Progression Steps and how they complement each other. This style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. 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. . Equally, continuity of learning to support progression for learners is crucial at this stage in a learners journey. For a definition of school cluster group(s), please see the. To be truly effective all those involved with a learners journey need to collaborate and work together. 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. Progression step 3. 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. *Formative assessment is mainly undertaken with learners during the learning process to explore how they are progressing and to identify achievements, as well as to identify areas where their learning may need to develop further. The principles of progression can offer schools an organising framework and shared narrative for their communications with parents and carers. Curriculum designers should be aware that non-religious worldviews are diverse and should consider teaching a range of non-religious worldviews / philosophical convictions as set out in the Welsh Government legislative summary. Qualifications Wales is working with stakeholders to co-construct a coherent and inclusive choice of bilingual qualifications for schools that aligns to Curriculum for Wales and meets the needs of all learners. Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by). Assessment has three main roles in the process of enabling learner progression: When planning and delivering learning experiences, practitioners should be clear about the specific role of each assessment being undertaken, and what the understanding gained from assessment will be used for and why. Table within Progression step 1 through 5, Column 1 refers to progression step 1 and carries on respectively. This should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. 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. Assessment should support practitioners in identifying the progress being made by an individual learner, and recording this, where appropriate, to understand the learners journey over different periods of time and in a variety of ways. This sets out the 3 phases that form the iterative process of curriculum design for schools and settings (engagement; designing, planning and trialling; and evaluation and preparing for first teaching). They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. The change includes a move to online Personalised Assessments from National Tests. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. 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. We've saved some files called cookies on your device. For each, the guidance offers detail to guide curriculum planning and key questions to consider, including on progression and assessment, which are likely to inform local professional dialogue. Further guidance to support schools has been provided in the Welsh Government document The Journey to 2022.. 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.
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