How we are progressing towards all schools becoming learning organisations. Now a new three-year project, Camau I'r Dyfodol, will help practitioners grow that meaningful understanding, helping it evolve as the curriculum evolves. The change includes a move to online Personalised Assessments from National Tests. 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. In the Curriculum for Wales, progression for 3-16 year olds will occur along a single continuum of learning. The Curriculum for Wales Framework is being developed for settings and schools in Wales. 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. Unfortunately not the ones with chocolate chips. Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. Formative assessment* will have priority under the new arrangements with the focus on ensuring that learners understand how they are progressing and what they need to do next. This should be informed by a good understanding of child development. Our school curriculum has been developed using the principles of co-construction. When undertaken well, this can aid learner progression by helping parents and carers to understand how they can support learning within and outside the school environment creating a bridge between school or setting and home. . Sets out the 27 statements of what matters across the 6 areas of learning and experience. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. (LogOut/ As part of the learning process, practitioners and learners should develop an understanding of how each learner learns and what their attitudes and approaches to learning are, in order to support their continuing progress and to foster commitment to their learning. Our customer service team will review your report and will be in touch. 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. They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. To be truly effective all those involved with a learners journey need to collaborate and work together. Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by). The Curriculum for Wales framework guidance will be updated annually in January of each year. Assessment plays a fundamental role in enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. The New Curriculum for Wales progression steps will be implemented in September 2022. When schools and settings design and review their curriculum, they should consider what arrangements can be put in place to ensure effective transition. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. Arithmetic . The group will review learning resources and professional training in relation to the teaching of Black, Asian and Minority Ethnic (BAME) history, Welsh history and cynefin. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . The curriculum sets out "what matters" and "progression steps" for each learning area. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. The new curriculum for Wales has removed levels, replacing them with Progression Steps. Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? types. How could you work together to improve current arrangements and ways of working to support these discussions? The new continuum has progression steps, reference points that relate broadly to expectations at 5, 8, 11, 14 and 16 years of age. Four overarching aims guide the entire curriculum. Supporting learner progression assessment guidance. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. about a learners overall progression at a set age or point in time. 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. Further guidance to support schools has been provided in the Welsh Government document The Journey to 2022.. Word documents with the Descriptions of Learning for Progression Steps 1, 2 and 3 for all Areas of Learning in the new Curriculum for Wales 2022. Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. Assessment is intrinsic to curriculum design and its overarching purpose within the curriculum is to support every learner to make progress. Plan - Create plans that bring together elements from across all six areas of the curriculum as well as the cross-curricula skills frameworks. 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. Our new Welsh Progression Steps Frameworks are now available. The teacher's role in building careers into the curriculum. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. A summary of individual learner information should be provided annually, the timing and format of which will be determined by the head teacher but which best supports the learners progress. Published: 28/02/2023, 10:00am. Last week (22 February) in its Research review series, Ofsted published new research and analysis into art and design. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. Change), You are commenting using your Twitter account. We want a curriculum that meets every individual learner's needs: that feels relevant to the pupil who's hard to engage, and so fosters that connection and awakens that interest, that recognises their progression and the knowledge, skills and experiences they need. It publishes the expert input, supporting materials, and outputs of these conversations on the. Therefore, to develop and maintain a shared understanding of progression, local authorities must make arrangements to: We recommend that local authorities encourage EOTAS providers to participate in discussions relating to progression when approached by a school to which, or from which, they have learners transitioning and/or dual registered learners. Public Health Wales have published a warn and inform letter regarding scarlet fever an invasive streptococcal disease./ Mae Iechyd Cyhoeddus Cymru wedi cyhoeddi llythyr rhybuddio a hysbysu yngln thwymyn y Scarlet yn glefyd streptococol ymledol. Estyn also have a duty to inspect in accordance with the legislation. Around this time, sisters Gwendoline and Margaret Davies - granddaughters of Welsh industrialist David Davies and owners of Gregynog, a country estate in the county of . As they do so, they will make links across their learning and apply this in new and challenging contexts. The following must have regard to the guidance when making arrangements for assessing children and pupils: Assessment is a fundamental part of Curriculum for Wales and is integral to the process of learning. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. (LogOut/ Is your school or setting involved in relevant, If your school/setting would benefit from further support when accessing the Camau AFTF workshops, your. The other steps are: The curriculum has been made in Wales but shaped . Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. . coherence Curriculum for Wales provides schools and settings with flexibility within a national framework. They are key to school level curriculum design and development. The assessments must be taken annually in line with the statutory guidance provided in the, Increasing breadth and depth of knowledge, Deepening understanding of the ideas and disciplines within Areas, Refinement and growing sophistication in the use and application of skills, Making connections and transferring learning into new contexts, inform communications and engagement activity with parents and carers, support the transition of learners along the 3 to 16 continuum, help practitioners and leaders develop their understanding of progression, review and revise the curriculum and corresponding assessment arrangements, identify where improvement and support are needed as part of the school or settings self-evaluation process, their joint expectations for how learners should progress and how knowledge, skills and experiences should contribute to this in schools and settings curricula drawing on the principles of progression, statements of what matters and descriptions of learning, how to ensure coherent progression for learners throughout their learning journey and in particular at points of transition (for example, across and between primary and secondary school; across and between funded non-maintained nursery settings and primary schools, or schools and EOTAS providers; and from year to year within a school/setting). Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. In terms of individual learner information, schools and settings must share information with parents and carers about: Sharing individual learner information with parents and carers must be done at least termly and need not be contained in large written reports but fed back in the best format determined by the head teacher. This enables them to learn from each other in a supportive environment. This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. This understanding should be used by the practitioner, in discussion with the learner, to ascertain the next steps required to move learning forward, including any additional challenge and support required. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. We . 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. The national approach to professional learning (NAPL), Curriculum and Assessment (Wales) Bill: Overview, Teaching about the multiethnic nature of Wales: teachers prompt sheet, Preparing learners for a new Curriculum: guidance for governors, Successful futures: report on responses to the great debate, Cwricwlwm Cymreig review group: final report, Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group: interim report, Relationships and sexuality education (RSE) pilot in schools: final report, The Curriculum Requirements (Amendment of paragraph 7(5) of Schedule 17 to the Coronavirus Act 2020) (Wales) Regulations 2020, Scoping study for the evaluation of the curriculum and assessment reforms in Wales: government response, Notice to disapply curriculum requirements, Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group: final report, The Curriculum and Assessment (Wales) Bill: impact assessments, Mandatory status of English in the Curriculum and Assessment (Wales) Bill: summary of responses, The Curriculum and Assessment (Wales) Act: explanatory memorandum, Curriculum for Wales: Statements of What Matters Code, Modification of Curriculum Requirements in Wales Notice 2021, Curriculum for Wales: Relationships and Sexuality Education (RSE) Code, Black, Asian and Minority Ethnic Communities (BAME), Contributions and Cynefin in the New Curriculum Working Group, Audit Wales report on the new Curriculum for Wales: government response, Teaching about the multiethnic nature of Wales: vision statement, Annual report on implementation of the recommendations from the Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group report, Direction relating to developing and maintaining a shared understanding of progression.