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. As such, assessment for qualifications is separate to this guidance. Assessment should focus on identifying each individual learners strengths, achievements, areas for improvement and, where relevant, barriers to learning. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. By supporting learners to understand their strengths, areas for improvement and next steps, assessment can help learners prepare for their external qualifications including making informed choices about the qualifications they take. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. 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. . They also have a role in establishing processes which support the engagement and involvement of EOTAS settings with primary and secondary schools or PRUs with whom they have relationships due to the movement of learners between them. It opens an important period for engagement with practitioners, with feedback invited until 19 July. The Curriculum for Wales Guidance has been updated. Where possible, practitioners from funded non-maintained nursery settings should also take every opportunity to engage with other funded non-maintained nursery settings and maintained nursery schools to develop and maintain their understanding of progression and share their experiences of supporting learner progression. 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. 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. Ratio and Proportion , 4. 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. Instead, they will be used on an ongoing basis to help practitioners decide whether a learner is on track with their learning progression. The full detail of these requirements can be found here with supporting information provided below. It should contribute to developing a holistic picture of the learner their strengths, the ways in which they learn, and their areas for development, in order to inform next steps in learning and teaching. Percentage , 3. What structures and arrangements do you already have within your school or setting? Information that flows from assessing learner progress should be used to identify strengths and areas for improvement in both the curriculum and daily practice, including consideration of how the needs of learners as individuals have been met. The learner should be at the centre of the transition process. This is key to enabling them to work towards realising the four purposes, as they progress through their school or settings and into different pathways beyond school. In turn, the outcomes of professional dialogue within the school, setting and/or cluster will provide valuable input into discussions at a regional and national level. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. The new curriculum will include: 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. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. How might the outcomes of discussions within and between schools and settings feed into the school or settings curriculum and assessment design and self-evaluation processes. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. 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? This focus does not relate to external reporting, but contributes to a school or settings understanding of what it needs to know and reflect on about its learners in order for them all to maximise their potential, as well as its identification of specific challenges and support that particular groups or individual learners might need. 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. The new Curriculum for Wales will be organised in 6 Areas of Learning and Experience (AoLE) (replacing the current 13 National Curriculum subjects), underpinned by the Cross Curricular Responsibilities of Literacy, Numeracy, Digital Competence and the Wider Skills. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. This should be provided alongside the history of any additional challenge or support provided. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. Schools and settings should encourage and enable parents and carers to: Schools and settings should engage external partners to: The principles of progression and the descriptions of learning, articulated in the Curriculum for Wales guidance, are intended to guide curriculum design and learning and teaching, with assessment arrangements and classroom practice being an integral part of both. 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. As such, practitioners should assess all learners across the 3 to 16 continuum based on the progression articulated in their school or settings curriculum and in their planned learning intentions. 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 other steps are: The teacher's role in building careers into the curriculum. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. Final recommendations on the teaching of themes related to Black, Asian and Minority Ethnic communities and experiences within the curriculum. There are 5 Progression Steps covering typical development from 3 years to 16 years. . Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. functionality such as being able to log in to the website will not work if you do this. Practitioners developing a shared understanding of progression at a school, setting or cluster level helps ensure learners experiences are joined-up, authentic and relevant, and also helps identify how to sequence learning effectively. 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. A school or setting must put in place a plan which: School/setting leaders may wish to consider including information such as the following in their plan. Assessment must be an ongoing process that is embedded within day-to-day planning and practice as it is fundamental to the learning process. Non-essential cookies are also used to tailor and improve services. Our Preparation for the Curriculum for Wales 2022. 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. Discussions between schools and settings beyond the cluster helps support coherence across the education system, supporting equity in the provision for learners. 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. You can change your cookie settings at any time. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. Progression Steps and how they complement each other. Curriculum for Wales: Mastering Mathematics for 11-14 Years: Book 3 2022-08-26 Create confident and . 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. NSW Law Society of New South Wales, NSW Young Lawyers - The NSW Young Lawyers Mentoring Program unites newly admitted lawyers seeking guidance and support with more experienced lawyers who are willing to volunteer their time to assist those just starting out in their careers. 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. This should be in an accessible manner which both maximises parents and carers engagement and understanding. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. *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. The Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. These could include regular whole staff meetings, departmental meetings and cross-department groups. Identified improvements should then, in turn, be reflected in daily practice. When making, implementing, reviewing and revising assessment arrangements and classroom practice, those responsible should adopt the principles set out in this guidance and must have regard to its contents to support progression. Progress and next steps will be . 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. developmentally appropriate relationships and sexuality education. 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. The Curriculum for Wales framework guidance will be updated annually in January of each year. 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. . The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. A review and recommendations on including Welsh history and perspective in school education. 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.