I can listen to, understand and use basic concepts in language, e.g. Assessment planning and practice, built into the curriculum and classroom practice, should recognise this and allow for a variety of diversions, stops and variations in pace in a learners journey. 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. If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. The curriculum has been made in Wales but shaped . Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. Confidently deliver Computing for the new Curriculum for Wales and develop students' ICT skills with the interactive, ac. Myriad by UCAS agent portal for international registered centres *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. We . Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. New curriculum requirements for all learners aged 3 to 16 in maintained or funded non-maintained nursery education. by default and whilst you can block or delete them by changing your browser settings, some These Regulations provide that curricular record means a formal record of a pupil's academic achievements, the pupil's other skills and abilities and his or her progress in school, as detailed in the Schedule to the Head Teacher's Report to Parents and Adult Pupils (Wales) Regulations 2011. functionality such as being able to log in to the website will not work if you do this. Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. 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. January has been chosen to fit best with curriculum planning cycles in schools and settings. 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 . For further information about transition, please see the next section of this guidance. 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 should not be carried out for the purpose of accountability. 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. Our school curriculum has been developed using the principles of co-construction. 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 should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. How could you work together to improve current arrangements and ways of working to support these discussions? Estyn also have a duty to inspect in accordance with the legislation. 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. Curriculum for Wales Guidance - Twinkl It publishes the expert input, supporting materials, and outputs of these conversations on the. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. 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. Music education in Wales - Wikipedia The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . As they make progress along the continuum with increasing independence, learners should be supported and encouraged to: Parents, carers and external partners have an important role to play and schools and settings should engage with them so that they can support learner progression in an appropriate way. Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. This is important to help them: spot any issues or extra support they need. PACEY. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. Supporting learner progression assessment guidance. More information can be found online. 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. 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. As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. 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? PDF Transition Plan 2022-25 Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. Our new frameworks cover from Routes for Learning through to Welsh Progression Step 3. Supporting materials on curriculum design, progression and assessment can be found on Hwb. This style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning. 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. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. New Curriculum for Wales assessment frameworks - B Squared A timetable for various meetings/engagement opportunities. 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. The Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. types. HWB.GOV.WALES uses cookies which are essential for the site to work. UPDATED Curriculum for Wales 2022 Progression Steps 1-3 (All AoLEs) Effective self-evaluation will involve schools and settings reflecting on their approaches to planning, developing and implementing curriculum and assessment arrangements, to ensure they are supporting learner progression. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. Our next step as a department is to consider progression within maths by looking at how students' understanding of key concepts develops over time. 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 Families engage enthusiastically with this considered approach to homework. Identified improvements should then, in turn, be reflected in daily practice. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. 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. How an understanding of child development is applied to support progression for all learners. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. on-entry assessment arrangements for funded non-maintained nursery settings. 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. Children will continue to be assessed and this will focus on ensuring that all pupils understand where they are and what they need to do next in order to progress. Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. Literacy and Numeracy Framework - Hwb These are set Understanding how learners progress is critical to the design of curriculum and assessment arrangements as well as classroom/setting planning and practice. 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). Despite this, music education in Wales did not exist before the early years of the 20th century. Curriculum for Wales | Sub-topic | GOV.WALES 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.