curriculum for wales 2022 progression stepsarizona state employee raises 2022

13 Feb 2023. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. These decisions should be guided by: In developing arrangements to enable professional dialogue between practitioners for the purpose of developing and maintaining a shared understanding of progression, we recommend that leaders begin by considering what relationships and structures are already in place within and across their schools/settings which can evolve, be adapted or improved. The Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. types. 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. coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. Progression step 3. 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. 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). Dialogue informed by the information that flows from assessing learner progress can help build a shared understanding of progression within and across schools to ensure progress is being made at an appropriate pace and learning and teaching is providing appropriate challenge and support for all learners. The understanding a practitioner has of each individual learner, gained from assessment, is essential in supporting this process. Progression step 4. Schools can use our assessment frameworks to help prepared for the new Curriculum for Wales 2022. How could these evolve, be adapted or be improved to enable practitioners to come together to discuss progression? Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. Following a feedback period which ended in July 2019, the refined version will be available in January 2020, which will be used throughout Wales from 2022. 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. Guidance for school governors about the Curriculum for Wales 2022. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. By continuing to use this site, you agree to our use of cookies. They also have a role in establishing processes which support the engagement and involvement of EOTAS settings with primary and secondary schools or PRUs with whom they have relationships due to the movement of learners between them. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. Governing bodies have a responsibility to support the head teacher and to provide appropriate challenge across the breadth of the schools activities. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. Progression Steps and how they complement each other. They are not a series of criteria to be directly assessed against, nor can they be assessed by discrete assessment tasks, independent of learning and teaching activities. A useful article on this blog in June 2018 outlined the principles underpinning progression, and in September an animation on progression was also published to explain the approach. Request a different format. 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. We use . about a learners overall progression at a set age or point in time. Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. What practical arrangements might be needed to enable this? 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. The Gregynog sisters. In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. As outlined in Successful Futures: Progression Steps will be described at five points in the learning continuum, relating broadly to expectations at ages 5, 8, 11, 14 and 16. The curriculum has been made in Wales but shaped . In the early years this will incorporateplay (problem solving,exploringideas, establishing connections and collaborating). This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. 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. guidance to support settings in developing a shared understanding of progression, guidance to support the on-going assessment of progression for learners in funded non-maintained nursery settings. 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. This style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. 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. 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. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. This is a move away from the current system where judgements are made on the overall attainment of a learner in a subject at a specific age through the allocation of a level on a best fit basis. by default and whilst you can block or delete them by changing your browser settings, some The guidance document will be published in January 2020. 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. A review and recommendations on including Welsh history and perspective in school education. From September 2022 it is statutorily required in primary and nursery education. (LogOut/ What structures and arrangements do you already have within your school or setting? The learner should be at the centre of the transition process. If they choose to research an influential Welsh woman (Task 1) they can choose from a list of names including: Rose Mary Crawshay - suffragist who backed education and marriage reform Betty Campbell - Wales' first . 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? 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). Tell the story of Wales over the last 1000 years, as you discover how Welsh history, cynefin , culture and language are connected, from the past to the present. 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. been dismissed. . This includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. The statutory requirements for sharing information with parents and carers can be found in the summary of legislation section of the Curriculum for Wales guidance. Identified improvements should then, in turn, be reflected in daily practice. Introduction Draft Curriculum for Wales 2022: Expressive Arts 04 A transformational curriculum The White Paper Our National Mission: A Transformational Curriculum1 set out the detailed legislative proposals for Curriculum for Wales 2022. Something went wrong, please try again later. What is the difference between current teacher assessments and the proposals for assessment to support the new curriculum? Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. Change). Some cookies are necessary in order to make this website function correctly. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. 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. Designing your curriculum 3. The new Curriculum for Wales will be introduced in 2022 and is at the heart of an effort to ensure that children and young people in Wales have the best support and opportunities to be able to thrive for the future of Wales. There has always been a choral tradition in Wales (some choirs having as many as 2,000 to 3,000 voices). 03rd March 2023. Evaluation, improvement and accountability arrangements within the education system are separate to assessment arrangements but historically have been seen to influence how assessment is perceived and how it is undertaken. Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. GOV.WALES uses cookies which are essential for the site to work. smooth transitions a shared understanding across a school cluster ensures the best possible transitions within and between nursery schools and primary schools and primary and secondary school for learners, as institutions will understand what and how learners have been learning and will be learning and what their next steps in learning should be to support their education and well-being. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. iBSL informed CCEA Regulation in January 2023 of its intention to surrender recognition in respect of all of . to improve the website performance by capturing information such as browser and device This is important to help them: spot any issues or extra support they need. These are: Progression Step 1 - age 3-5 Progression Step 2 - age 5-8 Progression Step 3 - age 8-11 Progression Step 4 - age 11-14 Progression Step 5 - age 14-16 Children can be anywhere on the progression line though. This guidance should be used as a basis for professional discussions and learning within and between schools and settings, to support self-improvement and to bring consistency across schools and settings. How might the outcomes of discussions within and between schools and settings feed into the school or settings curriculum and assessment design and self-evaluation processes. Brain Awareness Week is a global campaign held every March. All assessment activity should challenge and support learners to make progress. There is a clear link between these discussions and transition arrangements both within and between schools and settings. As they do so, they will make links across their learning and apply this in new and challenging contexts. 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 . Progression step 2. 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 Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. *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. Curriculum for Wales 2022 . Leaders may wish to consider the questions below in doing this. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. Practitioners should support and challenge learners effectively to ensure they each make progress. In later years it will focus on working both independently and collaboratively. 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 principles of progression can offer schools an organising framework and shared narrative for their communications with parents and carers. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. This will give practitioners the ability to come together nationally to discuss progression in Curriculum for Wales. Then choose a task for your pupils or ask them to choose between the two. This should be in an accessible manner which both maximises parents and carers engagement and understanding. Since the publication of the Curriculum for Wales 2022 the teaching profession across Wales has had the opportunity to reflect on its current practice and consider how this might change when delivering a purpose-led curriculum. For learners aged 14 to 16, the principles of assessment and statutory requirements outlined in this guidance will continue to apply to day-to-day learning and teaching as part of a school or settings curriculum. The changes are mainly additions or amendments to existing sections. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. 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. Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. Effective engagement with parents and career can also provide assurances to parents in respect of their learners progress, the realisation of the curriculum and the support being offered to 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. Tes Global Ltd is As schools and settings continue to develop their curriculum and assessment arrangements, they may wish to use these professional dialogue arrangements to share their thinking, approaches and examples. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. 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. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. In Wales, the following subjects are included in the ks2 Welsh curriculum: English Welsh Welsh second language mathematics science design and technology information and communication technology history geography art and design music physical education The above video may be from a third-party source. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. VENDRE! Moving from primary to secondary school is a key milestone in a learners journey, and being properly supported to make this transition is important for all learners. By supporting learners to understand their strengths, areas for improvement and next steps, assessment can help learners prepare for their external qualifications including making informed choices about the qualifications they take. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. 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. The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. More From Twinkl . Ethical, informed citizens who are ready to be citizens of Wales and the world. Practitioners understanding the progress they want learners to make throughout their education, and how to put this into practice in a coherent way across their school and cluster, is vital to ensure: Ongoing professional dialogue within and across schools and settings is central to building and maintaining this shared understanding of progression. 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. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. 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. put arrangements in place to enable all of those involved in learning and teaching to participate in professional dialogue progression within their setting, put arrangements in place to enable all practitioners involved in learning and teaching to participate in ongoing professional dialogue within the setting, support the persons employed, or otherwise engaged by it, to provide a curriculum for non-PRU EOTAS learners to come together to participate in on-going professional dialogue to develop and maintain a shared understanding of progression, Support the same persons to have on-going professional dialogue with practitioners from relevant schools and settings to support dual-registered learners, ensure that the providers they engage to deliver appropriate curricula for learners who receive EOTAS provision other than in a PRU also participate in on-going professional dialogue within their setting/organisation to develop and maintain a shared understanding of progression relating to the aspects of the curriculum that they provide, a school/settings improvement priorities, how practitioners understanding of progression is developing within their school/setting, the manner in which their learners are making progress, sets out the arrangements that enable practitioners to participate in professional dialogue to develop and maintain a shared understanding of progression, outlines how the outcomes of this dialogue will inform future discussions, curriculum and assessment design and learning and teaching, is kept under review and revisited regularly to ensure that the arrangements remain fit for purpose. Welsh Governments response to Audit Wales report on the Curriculum for Wales. 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. In turn, the outcomes of professional dialogue within the school, setting and/or cluster will provide valuable input into discussions at a regional and national level. The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. The first teaching of all year groups from primary school to Year 7 will begin in September 2022 and the new curriculum will roll out year-on-year from this point. 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?

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