It opens an important period for engagement with practitioners, with feedback invited until 19 July. profitez du shopping sans soucis. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. This will give practitioners the ability to come together nationally to discuss progression in Curriculum for Wales. Assessment should not be used to make a one-off judgement on the overall achievement of a learner at a set age or point in time against descriptors or criteria on a best-fit basis. More detailed reviews of our curriculum will take place on a rolling basis over . understanding group progress in order to reflect on practice. . Progression Steps will take the form of a range of Achievement . Now a new three-year project, Camau I'r Dyfodol, will help practitioners grow that meaningful understanding, helping it evolve as the curriculum evolves. Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. All assessment activity should challenge and support learners to make progress. We . This should be an ongoing process that recognises the diverse needs of all learners and supports each individual in their learning journey. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. experiences and skills for careers and the workplace, learning about local, national and international contexts. engage with the providers of funded non-maintained nursery education whereby learners transition from a setting to their school, inviting them to participate in ongoing professional dialogue, engage with PRUs to which, or from which, they have learners transitioning and/or dual registered learners, inviting them to participate in ongoing professional dialogue. . Welsh Governments response to Audit Wales report on the Curriculum for Wales. More information can be found online. Learning will include skills and experiences, as well as knowledge. For the same purpose, schools will engage with funded non-maintained nursery settings as well as PRUs and other EOTAS providers with whom they have relationships to support learner transition and dual registered learners. engage with non-PRU EOTAS providers to which, or from which, they have learners transitioning and/or dual registered learners, inviting them to participate in ongoing professional dialogue. Learners should be involved in the transition process to provide insight into what motivates them, what their preferences are, how they learn, what barriers there may be to their learning, and what their strengths and areas for development are, as well as to suggest potential next steps. The foundation for this engagement and partnership is establishing: Schools and settings must design and/or adopt a curriculum that enables learners to realise the four purposes, providing for appropriate progression for all learners. Governing bodies have a responsibility to support the head teacher and to provide appropriate challenge across the breadth of the schools activities. 13 Feb 2023. It is important that information and feedback can be easily understood by its intended audience it should be concise and jargon-free. This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. From September 2022 it is statutorily required in primary and nursery education. The framework for evaluation, improvement and accountability aims to drive behaviours which positively support and enable our vision for curriculum and assessment, giving practitioners and school leaders the confidence to learn and improve their practice continually to best support learner progression. To be truly effective all those involved with a learners journey need to collaborate and work together. This might help define future priorities for leadership, curriculum design, planning, learning and teaching. been dismissed. Schools and settings have flexibility on what specifically they wish to discuss as part of this professional dialogue. Table within Progression step 1 through 5, Column 1 refers to progression step 1 and carries on respectively. Progression Steps and how they complement each other. 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. 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. There will be opportunities for practitioners to engage in discussions on progression as part of: The learning gained from such discussions at a regional and national level should feed back into processes at a local level. 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. Consideration should also be given to other people who are important for a learner, such as their advocate or social worker. 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. These are set Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. 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. Discover. You can change your cookie settings at any time. 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. types. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. 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. For settings who have chosen to design and adopt their own curriculum the Enabling Learning guidance should be used as a starting point for discussions. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. Our new Welsh Progression Steps Frameworks are now available. Non-essential cookies are also used to tailor and improve services. Ratings & Reviews. The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. The change includes a move to online Personalised Assessments from National Tests. 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. Explore all your options and start planning your next steps. Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Areas of Learning and Experience Mathematics and Numeracy Progression Step 2 Geometry focuses on relationships involving shape, space and position, and measurement focuses on quantifying phenomena in the physical world. Four overarching aims guide the entire curriculum. developmentally appropriate relationships and sexuality education. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, . When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. These statements articulate the 'big ideas' which learners explore and develop learning in. These could include regular whole staff meetings, departmental meetings and cross-department groups. What structures and arrangements do you already have within your school or setting? The importance of play and playful learning, being outdoors, observation and authentic and purposeful learning. 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. How could you work together to improve current arrangements and ways of working to support these discussions? 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. Assessment will be part of your childs learning every day. Estyn also have a duty to inspect in accordance with the legislation. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). 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. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Mathematics and Numeracy. UPDATE: Now each table includes a column on the right for your own tracking information. We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. Encounters with employers and employees . This guidance outlines the key principles and purpose of assessment, designed to support learner progression. This incorporates biology, chemistry, physics,computer science anddesign and technology.