VENDRE! RSE pilot final report containing learning, reflections and suggestions for schools and settings. The priorities for discussions across an academic term/school year, ensuring that progression across the full breadth of the curriculum is covered appropriately on an ongoing basis. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and The main participants in the learning process are leaders, practitioners, learners, parents, carers and external partners. The curriculum sets out "what matters" and "progression steps" for each learning area. Progression step 4. Curriculum for Wales: Statements of What Matters Code Legislation Curriculum for Wales: Statements of What Matters Code Sets out the 27 statements of what matters across the 6 areas of learning and experience. Curriculum for Wales: Statements of What Matters Code Legislation Sets out the 27 statements of what matters across the 6 areas of learning and experience. They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. A cookie is used to store your cookie preferences for this website. It can also be used as a basis for communicating and engaging with parents and carers. LS Wellbeing workbook ALL States 2022 12 15 - Studocu They will be the starting point for all decisions on the content and experiences developed as part of the curriculum to support our children and young people to be: The curriculum will be organised into 6 Areas of Learning and Experience: This area incorporates art, dance, drama, film and digitalmedia and music. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2 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. 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. Progress and next steps will be . Schools and settings should develop and implement processes to support effective two-way communication and engagement with parents and carers. Estyn also have a duty to inspect in accordance with the legislation. The full detail of these requirements can be found here with supporting information provided below. . These are only suggestions to support the planning process: This professional dialogue should inform self-evaluation, by supporting an understanding of where schools may want to improve their curriculum. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. 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. Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . Table within Progression step 1 through 5, Column 1 refers to progression step 1 and carries on respectively. Curriculum for Wales 2022 What Matters What are they? Self-reflective behaviors nurtured in a supportive and collaborative environment, underpinned throughout the education system, will raise standards and support every young person to fulfill their potential. . Change). In doing this, they have ensured flexibility for funded non-maintained settings and schools to plan assessment appropriately to support their curricula at a local level. 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. UPDATE: Now each table includes a column on the right for your own tracking information. Percentage , 3. What is the difference between current teacher assessments and the proposals for assessment to support the new curriculum? Secondary schools were given a choice of whether to teach it to Year 7 in 2022/23, as originally planned, or wait a further year until it also becomes statutory for Year 8 in September 2023. 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. Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. More From Twinkl . Curriculum for Wales September 2022 | Pentrebane Primary School To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. 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. For further information about transition, please see the next section of this guidance. Progression step 3. Recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. The New Curriculum for Wales progression steps will be implemented in September 2022. The Curriculum for Wales Guidance has been updated. This is your chance to get to know the new curriculum and make your contribution. An indication of how these discussions can support learner transition from year to year within a school/setting as well as between schools and settings), Identification of how internal discussions will inform wider discussions with other schools/settings as appropriate and vice versa, To discuss their understanding and experience of developing progression, schools and settings can use the. The teacher's role in building careers into the curriculum How and why we are changing the curriculum. The Four Purposes will be at the heart of our new curriculum. Helping students think about money while choosing a university . 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. The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. Explore the pedagogy required to prepare for and implement the new curriculum and compare this to current practice. 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. 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. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Curriculum for Wales: Progression Code PDF 603 KB This file may not be accessible. 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. For ease, links to the relevant sections of this guidance will be provided in the Welsh Ministers assessment arrangements guidance for funded non-maintained nursery settings. These statements articulate the 'big ideas' which learners explore and develop learning in. Our Preparation for the Curriculum for Wales 2022. 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). 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 When developing these processes, consideration should be given to using a wide variety of different communication means, for example, face-to-face, digital or written. By continuing to use this site, you agree to our use of cookies. What practical arrangements might be needed to enable this? The curriculum has been reformed at a national level in order to raise standards, reduce the attainment gap between students and equip young people with the skills they need to live in todays ever-changing society. It publishes the expert input, supporting materials, and outputs of these conversations on the. registered in England (Company No 02017289) with its registered office at Building 3, Report this resourceto let us know if it violates our terms and conditions. Maths Week Display Bunting with Welsh Flag (teacher made) PDF Statutory Inspection of Anglican and Methodist Schools (SIAMS) Report As learners progress along the 3 to 16 continuum, they should engage more directly in the assessment process. To reflect the importance of these discussions between practitioners, the leaders of all schools and settings in Wales are required to put arrangements in place to enable them to participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression. 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. Professional dialogue between practitioners within and across schools and settings must happen on an ongoing basis. What relationships do you already have that could support professional dialogue about progression between schools and settings? Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. in special schools, with practitioners from other special schools. 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. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. , 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. What structures and arrangements do you already have within your school or setting? There is a new curriculum in Wales which will be mandatory from September 2022. Four overarching aims guide the entire curriculum. Our next step as a department is to consider progression within maths by looking at how students' understanding of key concepts develops over time.