This website and its content is subject to our Terms and Leia Curriculum for Wales: Progress in Computing for 11-14 years de George Rouse disponvel na Rakuten Kobo. their next steps and the support or challenge . Enterprising, creative contributors who are ready to play a full part in life and work. Our cookies ensure you get the best experience on our website. Communicating effectively with parents and carers on an ongoing basis is an important way to foster positive relationships in order to engage them in purposeful and meaningful dialogue. The new curriculum for Wales has removed levels, replacing them with Progression Steps. This should be informed by a good understanding of child development. Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . If they choose to research an influential Welsh woman (Task 1) they can choose from a list of names including: Rose Mary Crawshay - suffragist who backed education and marriage reform Betty Campbell - Wales' first . 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. Effective engagement with parents and career can also provide assurances to parents in respect of their learners progress, the realisation of the curriculum and the support being offered to learners. Designing your curriculum 3. This allows the practitioner to respond to the individual needs of the full range of learners within their classroom on an ongoing basis. 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. 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. It grouped school years between the ages of five and sixteen into four "key stages". If you are a parent or carer, a learner, an employer or someone with a general interest in the curriculum, or a particular part of it, you can find out how education is changing. Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. 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. This style of worksheet makes it easy to fit in as part of a lesson or as part of a homework assignment. 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). 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. Brain Awareness Week is a global campaign held every March. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. Practitioners should provide opportunities for learners to undertake peer assessment and self-assessment, supporting them to develop these skills in a way which is appropriate to the developmental stage of each learner. Tes Global Ltd is developmentally appropriate relationships and sexuality education. Progression Steps and how they complement each other. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents The curriculum published by Welsh Ministers is the starting point for discussions for funded non-maintained settings that choose to adopt it. 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. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. 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. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. This incorporates geography, history, religion, values andethics, business studies and social sciences. 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. Leaders may wish to consider the questions below in doing this. 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. The new achievement outcomes for each progression step will not be used to make best fit judgements. 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. 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. From September 2022 it is statutorily required in primary and nursery education. Practitioners should support and challenge learners effectively to ensure they each make progress. However, Estyn and Governing Bodies, as well as local authorities and regional consortia, should not use assessment information as a proxy for standards in school, or to rank and compare schools. Our mission is to provide people with homes and specialist support so they feel more valued and secure, and ready to take the next steps. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. This is important to help them: spot any issues or extra support they need. 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. 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. Listening for meaning.