This incorporates geography, history, religion, values andethics, business studies and social sciences. 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. HWB.GOV.WALES uses cookies which are essential for the site to work. 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. 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. 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. An 'awsUploads' object is used to facilitate file uploads. 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. In doing so, they should build on structures and relationships that are already in place. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. The data from this cookie is anonymised. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. Developing and maintaining a shared understanding of progression means that practitioners, collectively within their school or setting and with other schools and settings together explore, discuss and understand: A shared understanding of progression therefore is integral to curriculum design and improving learning and teaching and is essential to support every learner to progress. 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. This is your chance to get to know the new curriculum and make your contribution. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. 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. 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. 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. There is a new curriculum in Wales which will be mandatory from September 2022. For further information about transition, please see the next section of this guidance. This includes planning to support Year 6 learners transition to secondary school. Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. 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. 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. Includes word documents with the Descriptions of Learning for: Your rating is required to reflect your happiness. RSE pilot final report containing learning, reflections and suggestions for schools and settings. From 31 January 2023, the Curriculum for Wales framework guidance has been updated. 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. profitez du shopping sans soucis. . Non-essential cookies are also used to tailor and improve services. iBSL is no longer a CCEA Regulation recognised awarding organisation. Tes Global Ltd is An Assessment Working Group has been central to developing the new proposals. . School and setting leaders are best placed to develop the most appropriate arrangements to enable practitioners to participate in professional dialogue for the purpose of developing a shared understanding of progression. The guidance document will be published in January 2020. An outline of how the outcomes of these discussions will be captured to inform a school/settings self-evaluation processes and how their subsequent improvement priorities in turn help identify the areas for consideration during these conversations. Our new Welsh Progression Steps Frameworks are now available. This focuses on understanding what it means to make progress in a given area or discipline as learners increase the depth, breadth and sophistication of their knowledge and understanding, skills and capacities, and attributes and dispositions. The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. To develop and maintain a shared understanding of progression, the teacher in charge and management committee of a PRU, and the local authority that maintains it, must: We strongly advise that PRUs participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression when approached by schools to which, or from which, they have learners transitioning and/or dual registered learners. The group, drawing on advice from experts, has developed high-level principles to provide broad direction for assessment at a national level. How could these evolve, be adapted or be improved to enable practitioners to come together to discuss progression? The context of the review says 'Art is a rich and varied set of practices central to human civilisation. Designing your curriculum 3. registered in England (Company No 02017289) with its registered office at Building 3, plenty of opportunity to think like a scientist, but now the curriculum design process is explicit and KS3 - sorry, Progression step 4 - has a vital role in the development of pupils for the . We use There are a number of fundamental matters that schools and settings should consider when making assessment arrangements to support their curriculum and providing learning experiences in the classroom. We've saved some files called cookies on your device. Professional dialogue between practitioners within and across schools and settings must happen on an ongoing basis. developmentally appropriate relationships and sexuality education. 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. Progression is not linear and different learners are likely to progress in markedly different ways. The new achievement outcomes for each progression step will not be used to make best fit judgements. The changes are mainly additions or amendments to existing sections. While this guidance focuses on supporting learner progression from ages 3 to 16 as an integral part of learning and teaching, assessment for the purposes of awarding external qualifications is different in nature, as these have a greater level of external control and prescription. As they do so, they will make links across their learning and apply this in new and challenging contexts. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. They both must therefore be able to consider whether assessment arrangements are delivering the required purpose, to support learner progression, and to evaluate whether schools are using the assessment information, as part of their evaluation and improvement processes, in the right way to improve effectiveness. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. Details of the statutory requirements for the production of transition plans to support the transition process can be found in the summary of legislation section of the Curriculum for Wales guidance. 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. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. A cookie is used to store your cookie preferences for this website. These statements articulate the 'big ideas' which learners explore and develop learning in. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. They will explore how the aims, content and assessment of qualifications can be designed to support the Curriculum for Wales Framework, including the principles of assessment outlined in this guidance. 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. A Ministerial Direction pursuant to section 57 of the Curriculum and Assessment Act 2021, for the purpose of enabling practitioners to participate in professional dialogue within their school or setting and with practitioners from other schools and settings to develop and maintain a shared understanding of learner progression. Progression step 4. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. Includes strategy, reports, projects and assessments. 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). 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. Poster outlining the 4 purposes of education for children and young people. Then choose a task for your pupils or ask them to choose between the two. The purpose of the descriptions of learning is to provide guidance on the direction and pace of progression in order to support practitioners and inform their curriculum design and learning and teaching. This incorporates Welsh,English andinternational languages as wellasin literature. Progression Steps will be at 5, 8, 11, 14 and 16 and take the form of Achievement Outcomes relating broadly to expectations at those ages. LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year (Poche) - EUR 37,58. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). . understanding group progress in order to reflect on practice. 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. What practical support might you need in doing this? This article provides an overview of education in Wales from early childhood to university and adult skills.Largely state funded and free-at-the-point-of-use at a primary and secondary level, education is compulsory for children in Wales aged five to sixteen years old. Our frameworks cater for pupils working within the Progression Steps and pupils who are working below Progression Step 1. The other steps are: It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. The Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. Equally, continuity of learning to support progression for learners is crucial at this stage in a learners journey. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. Progression and the Curriculum for Wales 2022 'Successful Futures' recommended a change from the current phases and key stages to a continuum of learning from 3 - 16 years old. Curriculum for Wales 2022 What Matters What are they? Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. According to one summary of the act: [1] Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. The Curriculum for Wales Framework is being developed for settings and schools in Wales. The Curriculum for Wales framework guidance will be updated annually in January of each year. When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. types. At whatever point a learner enters a school or setting, practitioners should ensure they understand where they are in their learning and the progression they have made to date. The Curriculum for Wales will then be . We . Despite this, music education in Wales did not exist before the early years of the 20th century. 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.