This should be achieved by embedding assessment into day-to-day practice in a way that engages the learner and makes it indistinguishable from learning. 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). The teacher's role in building careers into the curriculum Probability: Practice Worksheet | KS3 Maths | Beyond Women Lawyers Association of NSW - An opportunity for female law . 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. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. There are 5 Progression Steps covering typical development from 3 years to 16 years. Change). 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. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. Schools and settings should develop and implement processes to support effective two-way communication and engagement with parents and carers. Mathematics and Numeracy: Principles of progression - Hwb Why I love the Curriculum for Wales 2022 - RSC Education Some of these may be specific to individual areas of learning and experience (Areas), some may apply across more than one Area and others may be specific to learners with additional needs. The Head Teacher Reporting Regulations are being phased out in accordance with the roll out of the new curriculum and the detail will then be set out in the Schedule to the Provision of Information by Head Teachers to Parents and Adult Pupils (Wales) Regulations 2022. This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. However, when coming together to develop their understanding of progression, we envisage primary and secondary school practitioners will consider not only progression at Year 6 and Year 7 but the 3-16 continuum as a whole. Mathematics Progression Points Year 3 (PDF) - uniport.edu Supporting learner progression assessment guidance. Non-essential cookies are also used to tailor and improve services. plenty of opportunity to think like a scientist, but now the curriculum design process is explicit and KS3 - sorry, Progression step 4 - has a vital role in the development of pupils for the . More From Twinkl . In addition, there is a Literacy and Numeracy Framework and a Digital Competency Framework which will embed literacy, numeracy and digital skills throughout all curriculum areas. Understanding how learners progress is critical to the design of curriculum and assessment arrangements as well as classroom/setting planning and practice. The Code sets out the ways in which a curriculum must make provision for all learners. Moving from primary to secondary school is a key milestone in a learners journey, and being properly supported to make this transition is important for all learners. The interim report focuses on learning resources. Curriculum for Wales September 2022 | Pentrebane Primary School Supporting learner progression assessment guidance - Hwb Local authorities fund EOTAS provision and are responsible for the curriculum and assessment arrangements for learners receiving EOTAS. A vision statement developed by the group. This article provides an overview of education in Wales from early childhood to university and adult skills.Largely state funded and free-at-the-point-of-use at a primary and secondary level, education is compulsory for children in Wales aged five to sixteen years old. It will affect all schools except independent schools. 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 has removed levels, replacing them with Progression Steps. It should be read alongside any supporting guidance and supplementary information on the key processes needed for effective learner progression, published in parallel with the legislation in summer 2022. 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. These can be considered as both longitudinal and cross-sectional. Brain Awareness Week is a global campaign held every March. 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 review and recommendations on including Welsh history and perspective in school education. Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. Ga naar zoeken Ga naar hoofdinhoud. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. KS2 Welsh Curriculum | Progression Step 3 - Twinkl Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. In reality, some discussions between secondary schools and their feeder primary schools may contribute to both developing and maintaining a shared understanding of progression and supporting transition arrangements. How an understanding of child development is applied to support progression for all learners. Assessment will be part of your childs learning every day. . Ensuring the well-being of all learners should be an important and integral part of the process, recognising the needs of individuals, while also supporting both continuity and progression in their learning. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have Estyn also have a duty to inspect in accordance with the legislation. Introduction Draft Curriculum for Wales 2022: Expressive Arts 04 A transformational curriculum The White Paper Our National Mission: A Transformational Curriculum1 set out the detailed legislative proposals for Curriculum for Wales 2022. Our new Welsh Progression Steps Frameworks are now available. Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. Each school and settings curriculum must be designed to reflect the progression outlined in the principles of progression and drawing on the What Matters statements. The Gregynog sisters. Table within Progression step 1 through 5, Column 1 refers to progression step 1 and carries on respectively. This information is then used by learners and practitioners to determine the next steps needed to improve their learning further and to inform practitioner planning. The Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. 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. HWB.GOV.WALES uses cookies which are essential for the site to work. 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. NEWS: Increase in Scarlet Fever in Wales / Cynnydd yn nifer yr achosion 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. Progression Steps will be at 5, 8, 11, 14 and 16 and take the form of Achievement Outcomes relating broadly to expectations at those ages. This work will focus on re-imagining a new generation of GCSEs and reshaping the wider qualifications offer for learners aged 14 to 16. The draft arrangements will support professional dialogue between leaders, practitioners, learners, parents, carers and external partners and will include: Final assessment arrangements will be published before September 2023. Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. Progression Steps will take the form of a range of Achievement . Encounters with employers and employees . The aim is to help practitioners gain a clear picture of a learners achievements, plan appropriately, identify and seek additional support if needed, and report back to parents.