At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. towards September 2022: what you need to know and do - GOV.WALES This should include both immediate next steps and longer-term objectives and goals that the learner should work towards to help keep them moving forward in their learning. More From Twinkl . period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. A clear, holistic picture of the learners progression across the school curriculum should be provided to support their continuing journey along the continuum of learning. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. 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. You can change your cookie settings at any time. Tes Global Ltd is 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. Practitioners should support and challenge learners effectively to ensure they each make progress. Focus on how to take the pedagogy of the Foundation Phase into Key Stage 2, and begin to use new terminology for the phases; PS1, PS2, and PS3. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. 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. Sets out the 27 statements of what matters across the 6 areas of learning and experience. We want a curriculum that meets every individual learner's needs: that feels relevant to the pupil who's hard to engage, and so fosters that connection and awakens that interest, that recognises their progression and the knowledge, skills and experiences they need. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Mathematics and Numeracy. Leia Curriculum for Wales: Progress in Computing for 11-14 years de George Rouse disponvel na Rakuten Kobo. Progression and the Curriculum for Wales 2022. The new curriculum for Wales has removed levels, replacing them with Progression Steps. While Key Stages 2, 3 and 4 will disappear the principles of the Foundation Phase will remain the same but will become a part of one seamless curriculum for children aged 3 to 16 providing more joined up learning. 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). Additions and Changes to Curriculum Guidance - 30th September Progression Steps and how they complement each other. 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. Conditions. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. Ga naar zoeken Ga naar hoofdinhoud. HWB.GOV.WALES uses cookies which are essential for the site to work. 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. The Code sets out the ways in which a curriculum must make provision for all learners. 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). 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. We also recommend that PRUs build on any existing structures that may already be in place with schools, PRUs or other EOTAS to engage in discussions regarding progression. Supporting materials on curriculum design, progression and assessment can be found on Hwb. . Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. Practitioners should provide opportunities for learners to undertake peer assessment and self-assessment, supporting them to develop these skills in a way which is appropriate to the developmental stage of each learner. 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. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and 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. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. 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. In addition, there is a Literacy and Numeracy Framework and a Digital Competency Framework which will embed literacy, numeracy and digital skills throughout all curriculum areas. 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). (LogOut/ Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. How an understanding of child development is applied to support progression for all learners. This should be in an accessible manner which both maximises parents and carers engagement and understanding. Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. 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. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. The new achievement outcomes for each progression step will not be used to make best fit judgements. GOV.WALES uses cookies which are essential for the site to work. Discover. The Gregynog sisters. Progression step 4. Curriculum Wales 2022 | Trealaw Primary School January has been chosen to fit best with curriculum planning cycles in schools and settings. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. It may be drawn upon to: Schools will still need to maintain the educational and curricular record as required by the Pupil Information (Wales) Regulations 2011. 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? New project to bring long-lasting support for Assessment and Progression Preparing students for interviews. Some of these may be specific to individual areas of learning and experience (Areas), some may apply across more than one Area and others may be specific to learners with additional needs. 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 curriculum has been developed based on a report commissioned in 2014. These are as follows. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. Healthy, confident individuals who . The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. They will also have an important role in helping to identify and share good practice. It takes the form of a series of six workshops, with support materials, designed to be used by groups of practitioners who will work as a community of enquiry to develop their understanding of progression across the curriculum and, thus, build their capacity in their own context to plan and use assessment approaches which support learning progression. Two Saints offers housing & support services in Berkshire, Hampshire (85%) and on the Isle of Wight. 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. It will be important for all practitioners to familiarise themselves with the detail. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. More information on each of these main participants is detailed below. The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. In reality, some discussions between secondary schools and their feeder primary schools may contribute to both developing and maintaining a shared understanding of progression and supporting transition arrangements.

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