Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. The statutory requirements for schools, EOTAS including PRUs, and FNNE in respect of assessment arrangements can be found in the summary of legislation section of the Curriculum for Wales guidance. Progression Step 1 Nursery to Reception. *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. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. 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. 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. Assessment plays a fundamental role in ensuring each individual learner is supported and challenged accordingly. Learning will include skills and experiences, as well as knowledge. . Practical support for curriculum development, quality assurance and self-evaluation, Introduces the four purposes, what's new, why it's changing and who the curriculum guidance is for, Explains the legal status of the curriculum guidance, the proposed legal duties on schools and what these mean in practice, General guidance for designing your curriculum across all areas of learning and experience, Guidance and information for designing assessment arrangements within a school curriculum, The purpose of this guidance is to support schools with a common set of expectations, priorities and supporting information for curriculum design, Our preparations for rolling out the Curriculum for Wales. The Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. Ensuring the well-being of all learners should be an important and integral part of the process, recognising the needs of individuals, while also supporting both continuity and progression in their learning. Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. Art itself is not static, and its purposes, materials and methods are always evolving.'. 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). The Head Teacher Reporting Regulations are being phased out in accordance with the roll out of the new curriculum and the detail will then be set out in the Schedule to the Provision of Information by Head Teachers to Parents and Adult Pupils (Wales) Regulations 2022. The curriculum is underpinned by the school's Christian vision and associated values. Curriculum for Wales: Mastering Mathematics for 11-14 Years: Book 3 2022-08-26 Create confident and . 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. The learner should be at the centre of the transition process. functionality such as being able to log in to the website will not work if you do this. January has been chosen to fit best with curriculum planning cycles in schools and settings. iBSL is no longer a CCEA Regulation recognised awarding organisation. Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. What practical arrangements might be needed to enable this? This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. Curriculum for Wales (2022-present) From Wikipedia, the free encyclopedia The Curriculum for Wales is the curriculum which will be taught at all levels of state-funded education in Wales to pupils aged three to sixteen years by 2026. Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. These are as follows. An assessment of how the Curriculum and Assessment (Wales) Bill will impact teaching and learning. 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. The data from this cookie is anonymised. 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. This should be in an accessible manner which both maximises parents and carers engagement and understanding. This refers to particular elements, in addition to the above, that each school or setting may choose to develop and implement in their own context to support assessment practice. The New Curriculum for Wales progression steps will be implemented in September 2022. Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. This relationship at the local, regional, and national level will help bring coherence as schools and settings engage with and enact Curriculum for Wales and it evolves within schools and settings. 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). 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. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. . By continuing to use this site, you agree to our use of cookies. The Gregynog sisters. 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. 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. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? 185799104399 with practitioners in other schools beyond their cluster(s) to help ensure equity across the education system. Our cookies ensure you get the best experience on our website. This should be provided alongside the history of any additional challenge or support provided. 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. , by supporting an understanding of where schools may want to, draft guidance on assessment arrangements, evaluation, improvement and accountability, Support Transition from Primary to Secondary schools, referenced within the Summary of Legislation, Personalised Assessments: Administration Handbook, Supporting materials on curriculum design, progression and assessment can be found on Hwb, Assessment arrangements for funded non-maintained nursery settings, National Network for Curriculum Implementation, guidance on the production of Transition Plans, supporting materials on transition in practice, improve our website by collecting and reporting information on how you use it, developing a shared understanding of progression, communicating and engaging with parents and carers, the head teacher and the governing body of a maintained school or a maintained nursery school, the teacher in charge and a management committee for a PRU, a person who provides non-PRU EOTAS under section 19A of the Education Act 1996, supporting individual learners on an ongoing, day-to-day basis, identifying, capturing and reflecting on individual learner progress over time. 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. Enterprising, creative contributors who are ready to play a full part in life and work. Our school curriculum has been developed using the principles of co-construction. Change). The new curriculum is a continuum of learning for children from 3 to 16 years of age. Practitioners should support and challenge learners effectively to ensure they each make progress. registered in England (Company No 02017289) with its registered office at Building 3, Progression is not linear and different learners are likely to progress in markedly different ways. Consideration should also be given to other people who are important for a learner, such as their advocate or social worker. You can change your cookie settings at any time. 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.
curriculum for wales 2022 progression steps