curriculum for wales 2022 progression steps

The Curriculum for Wales is the curriculum which will be taught at all levels of state-funded education in Wales to pupils aged three to sixteen years by 2026. Two Saints offers housing & support services in Berkshire, Hampshire (85%) and on the Isle of Wight. The purpose of the descriptions of learning is to provide guidance on the direction and pace of progression in order to support practitioners and inform their curriculum design and learning and teaching. The needs and progression of our learners and is central to our curriculum. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. This is a move away from the current system where judgements are made on the overall attainment of a learner in a subject at a specific age through the allocation of a level on a best fit basis. 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. 03rd March 2023. Non-essential cookies are also used to tailor and improve services. 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. For further support, please see Annex 1. Theyll work with their teachers to understand how well theyre doing. How an understanding of child development is applied to support progression for all learners. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. There is a new curriculum in Wales which will be mandatory from September 2022. This helps ensure that learners make continuous progress and supports them to progress over time. More detailed reviews of our curriculum will take place on a rolling basis over . The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. Information on any support, interventions or additional needs required for the learners development should also be shared. What practical arrangements might be needed to enable this? Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. This should be achieved through: The role of the learner is to participate in and contribute to the learning process in a way that is appropriate to their age and stage of development. Ratings & Reviews. Providers of funded non-maintained nursery education are not expected to design their own assessment arrangements. 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. This incorporates geography, history, religion, values andethics, business studies and social sciences. Understanding how learners progress is critical to the design of curriculum and assessment arrangements as well as classroom/setting planning and practice. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. Explains what the Curriculum and Assessment (Wales) Act will do. Progression step 1 Progression step 2 Progression step 3; These recommendations are based on Humanism. 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. Listening for meaning. What relationships do you already have that could support professional dialogue about progression between schools and settings? This role should be supportive, building upon the practices already established at school or setting and cluster level, and should not be about external accountability. The necessary cookies set on this website are as follows: A 'sessionid' token is required for logging in to the website and a 'crfstoken' token is The principles of progression can provide schools and setting with an organising framework and shared focus for the type of information that may be relevant that is, information that reflects: School head teachers, teachers in charge of a unit, local authorities in relation to EOTAS other than in PRUs, and providers of FNNE should ensure that the information gathered on learner progression is proportionate and is used within the school or setting to directly support learner progression and inform teaching. . Progression step 3. This understanding can contribute to processes of self-evaluation and continuous improvement. The proposals, further evolved following feedback, will form the basis of statutory guidance which schools will have to have regard to when developing andundertaking assessment in the new curriculum. 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. Therefore, supporting learner progression is a requirement for all maintained schools and settings. Tell the story of Wales over the last 1000 years, as you discover how Welsh history, cynefin , culture and language are connected, from the past to the present. 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. This style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. This guidance concerns assessment, which is focused on supporting learner progression. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. Curriculum for Wales (2022-present) From Wikipedia, the free encyclopedia The Curriculum for Wales is the curriculum which will be taught at all levels of state-funded education in Wales to pupils aged three to sixteen years by 2026. This focuses on understanding what it means to make progress in a given area or discipline as learners increase the depth, breadth and sophistication of their knowledge and understanding, skills and capacities, and attributes and dispositions. Learning will include skills and experiences, as well as knowledge. The focus of discussions regarding progression will naturally evolve over time as schools and settings move through the phases of curriculum design into first teaching and then ongoing review and improvement. 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 should be informed by a good understanding of child development. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. The data from this cookie is anonymised. 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. understanding group progress in order to reflect on practice. 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. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. This should be achieved through: The role of the practitioner is to plan for and provide effective learning experiences that are appropriate to the age and development of each individual learner. This enables them to learn from each other in a supportive environment. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. More information on each of these main participants is detailed below. If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. Progression step 2. Our school curriculum has been developed using the principles of co-construction. As such, assessment for qualifications is separate to this guidance. 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). Supporting learner progression assessment guidance. The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. St Pauls Place, Norfolk Street, Sheffield, S1 2JE. . You can change your cookie settings at any time. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents School and setting leaders are best placed to develop the most appropriate arrangements to enable practitioners to participate in professional dialogue for the purpose of developing a shared understanding of progression. Discover. Progression Steps will take the form of a range of Achievement . How and why we are changing the curriculum. Specific assessment approaches will depend on the knowledge, skills and experiences being developed and on the needs of learners. They both must therefore be able to consider whether assessment arrangements are delivering the required purpose, to support learner progression, and to evaluate whether schools are using the assessment information, as part of their evaluation and improvement processes, in the right way to improve effectiveness. The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. 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. This includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. 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. Local authorities and regional consortia have an important role in ensuring that all practitioners have an opportunity to participate in meaningful professional dialogue for the purposes of developing a shared understanding of progression. Further guidance to support schools has been provided in the Welsh Government document The Journey to 2022.. 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. 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. 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. 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. Then choose a task for your pupils or ask them to choose between the two. The new guidance explains that the new curriculum puts a greater emphasis on preparing young people for life in an ever . 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. 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.

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