Cymraeg

To help schools and settings plan for Curriculum for Wales roll-out from September 2022, this update provides additional information in relation to:

  • what schools and settings should do now while preparing for Curriculum for Wales roll-out
  • what schools should do to support learners under the current assessment arrangements until Curriculum for Wales roll-out reaches the relevant year groups

The information included here builds on the Curriculum for Wales framework and should be read in conjunction with 'Curriculum for Wales: the journey to curriculum roll-out' and 'Supporting learner progression: assessment guidance'.

Assessment requirements for summer term 2022

As part of assessing learners for summer term 2022, schools must continue to do the following:

  • Use ongoing classroom assessment to support learners in the Foundation Phase and learners in Key Stage 2 and 3 to make effective progress throughout the current curriculum. This includes supporting progress in literacy and numeracy (using the 'National Literacy and Numeracy Framework').
  • If they have not done so already, ensure that learners in Years 2 to 9 take personalised assessments in Reading, Numeracy (Procedural) and Numeracy (Reasoning) in accordance with 'National Reading and Numeracy Personalised Assessments: administration handbook 2021 to 2022' (the ‘administration handbook’). These statutory assessments are available throughout the academic year for schools to schedule at a time they consider most beneficial to support learning, teaching and progression.
  • Except for special schools, undertake end of Key Stage 3 teacher assessments for learners in Year 9, and report on their attainment.

Assessment requirements to be removed for summer term 2022

To make space for practitioners as they prepare their new curriculum and assessment arrangements and create flexibility for them to plan a smoother transition for learners, we intend to make legislative changes. Subject to the Regulations being laid and coming into force on 30 May 2022, the following requirements on schools will be removed from this academic year. This summer term, therefore, schools will not be required to:

  • undertake end of Foundation Phase and end of Key Stage 2 teacher assessments
  • moderate end of Key Stage 2 and end of Key Stage 3 teacher assessments
  • include end of Foundation Phase and end of Key Stage 2 teacher assessment outcomes when reporting to parents and carers
  • report teacher assessment outcomes at the end of Foundation Phase and end of Key Stage 2 to the local authority (local authorities will no longer need to report these outcomes to Welsh Government)

Further to the above, special schools will not be required to undertake end of Key Stage 3 teacher assessments.

Further information about the rationale for these changes can be found in this written statement.

Transitioning from primary school to secondary school: arrangements

It is the intention that primary schools will not be required to undertake end of Key Stage 2 assessments this summer. Therefore, if this happens, levels will not be available as part of transition arrangements. Primary and secondary schools should be in close communication to make sure learners transition effectively. Holding transition conversations is critical in supporting the progression of learners. To enable successful transition and progress in learning, transition conversations should include the overall learning needs and well-being of the learner. This approach will continue under Curriculum for Wales and ensuring that these rich conversations take place this year and in the future is essential to support the new arrangements.

Opportunities to involve learners in the transition period should be built in where possible.

Reporting to parents and carers: arrangements for 2021 to 2022

The provision of headteacher written reports, in respect of all learners in maintained schools including Pupil Referral Units (PRUs), remains a statutory requirement for the 2021 to 2022 academic year. These reports will provide assurances of progress to parents and carers. Although reports will no longer include teacher assessment outcomes at the end of Foundation Phase and end of Key Stage 2, headteachers are still required to report to parents and carers on teacher assessment outcomes at the end of Key Stage 3 (the only exception being with regards to outcomes at the end of Key Stage 3 in special schools). Headteachers will also still be required to report on qualifications, or parts of qualifications, obtained by learners.

Reporting to parents and carers should build on effective practices developed during the pandemic, including actively engaging in two-way communication with parents and carers, supporting them in developing a clear understanding of their child’s progression and future needs and how they can support those needs. This active engagement will help provide assurances to parents and carers not only around progression but also around their child’s well-being and how they are engaging in learning. We recommend that schools make every effort to make reports interesting, engaging, informative and accessible to parents and carers.

From September 2022, schools and settings responsible for learning and teaching up to and including Year 6 will be moving to Curriculum for Wales. Schools and settings teaching Year 7 learners have had the opportunity to confirm that they are ready to start teaching Curriculum for Wales from that date, and this will be confirmed in a Commencement Order this term. All others will begin first teaching of the curriculum for both their Year 7 and Year 8 learners in September 2023, with roll-out reaching Year 9 for all schools in September 2024.

Supporting progression for each individual learner is the focus of ongoing assessment in a day-to-day context. Certain assessment arrangements will remain in place for Key Stage 3 learners being taught under the current National Curriculum, until Curriculum for Wales roll-out reaches Year 9 in September 2024. This section clarifies what is and isn’t required as part of these arrangements.

For Key Stage 3 learners taught under the current National Curriculum, schools must continue to do the following:

  • Support learners through ongoing classroom assessment to make effective progress across the current curriculum. This includes supporting progress in literacy and numeracy (using the 'National Literacy and Numeracy Framework').
  • Ensure that learners in all year groups within Key Stage 3 still following the current arrangements, and all learners moving to Curriculum for Wales, take personalised assessments in Reading, Numeracy (Procedural) and Numeracy (Reasoning) in accordance with the current administration handbook. These statutory assessments are available throughout the academic year for schools to schedule at a time they consider most beneficial to support learning, teaching and progression.
  • Except for special schools, undertake end of Key Stage 3 teacher assessments.
  • Except for special schools, report teacher assessment outcomes for end of Key Stage 3 to the local authority.

These arrangements allow some flexibility for schools.

When planning assessment to support Key Stage 3 learners, please keep in mind that:

  • all schools, except for special schools, are only required to assess and report on learners’ attainment against National Curriculum level descriptors at the end of the key stage namely in the summer term of Year 9 (no later than 20 working days before the end of term)
  • practitioners can draw on evidence gathered previously to support this process
  • during the key stage, practitioners should only draw on the level descriptors included in the programmes of study to inform learning and teaching and help support Key Stage 3 learners to make progress. Practitioners are not required to assess learners directly against levels during the key stage.
  • There is no requirement to allocate ‘sub-levels’ to a learner or to a piece of work during, or at the end of, the key stage.

In relation to day-to-day learning and teaching and supporting learners to make progress, practitioners can draw on the approach to assessment outlined in 'Supporting learner progression: assessment guidance' should they wish.

Ensuring consistency in end of Key Stage 3 assessments

While we intend to remove the requirements to moderate end of Key Stage 3 assessments to create more flexibility for secondary schools, we strongly advise that practitioners ensure a consistent approach for their learners. This does not mean that a separate process should be put in place, but rather that practitioners participate in professional discussions within the school to ensure consistency in the way learners are assessed and levels are awarded at the end of Key Stage 3.

To support these discussions, practitioners may wish to refer to the guidance provided for national curriculum subjects. Each document includes examples of learners’ work to exemplify the descriptions outlined in the level descriptors and illustrate how to use them to provide learners with an end of Key Stage 3 level.

As schools and settings prepare for the introduction of Curriculum for Wales, this section provides additional information to what is outlined in 'Supporting learner progression: assessment guidance' to support their planning. More practical support materials will also be made available later in the summer as well as an updated version of the assessment guidance which will incorporate the detail provided here.

On-entry assessment arrangements

Under Curriculum for Wales, the on-entry assessment arrangements will be an important part of a school or setting’s overall assessment arrangements to plan and appropriately support a learner to make progress within a curriculum.

To support this, under the new arrangements, schools and settings must:

  • make and implement assessment arrangements which help build a picture of the learner’s abilities and aptitudes in respect of the school’s or setting’s curriculum
  • implement the assessments for newly-registered learners at a school or setting (except for Year 6 learners transitioning to Year 7), recognising that children and learners enter schools and settings at different points across the 3 to16 continuum
  • undertake the assessments within 6 weeks of a learner entering a school or setting to support understanding from the very beginning of a learner’s journey
  • use the outcomes of the assessments to plan next steps and tailor learning and teaching to enable progress.

To ensure schools and settings have the flexibility to align their on-entry assessment arrangements with their curriculum, it will be for schools and settings to determine the detail of these assessment arrangements. However, the assessments must:

  • be suitable for learners of differing ages, abilities and aptitudes
  • support numeracy skills
  • support literacy skills
  • support the physical, social and emotional development of children and learners

For those learners transitioning from Year 6 to Year 7, information to support their progress along the continuum of learning should be transferred as part of transition arrangements put in place between primary and secondary schools. Effective collaboration across primary and secondary schools is therefore key to support a smooth learning journey along the 3 to 16 continuum.

The 2021 to 2022 academic year will have been the final year requiring the statutory Foundation Phase baseline assessment.

Developing a shared understanding of progression

Reflecting the fundamental role of progression within Curriculum for Wales, the Minister for Education and the Welsh Language intends to bring forward a Direction this summer term which will require school and setting leaders to put arrangements in place to enable practitioners to engage in professional dialogue to develop a shared understanding of progression. The expectations for these arrangements can be found 'Supporting learner progression: assessment guidance'.

To prepare for this approach, schools and settings should:

  • continue to develop their approach to progression, ensuring that it reflects the principles of progression for Curriculum for Wales
  • build on existing relationships and arrangements within and between schools and settings to enable these discussions between practitioners to take place and establish new relationships if appropriate.

Requirements to make transition plans

Subject to The Transition from Primary to Secondary School (Wales) Regulations 2022 ('2022 regulations') being laid and coming into force on 1 July 2022, governing bodies of secondary schools and their feeder primary schools will be required to draw up new transition plans to support the transition of Year 6 learners to Year 7 in the 2022 to 2023 academic year, with new transition plans in place by September 2022. These regulations will replace and revoke the existing Transition from Primary to Secondary School (Wales) Regulations 2006.

For the purpose of these regulations a feeder school is a primary school that has an established and ongoing relationship with a secondary school founded on the majority of the Year 6 cohort from the primary school transferring to the secondary school.

Under the 2022 regulations secondary schools and their feeder primary schools must jointly draw up a plan which covers the following matters:

  • proposals generally for managing and co-ordinating the transition of learners from the feeder primary schools to the secondary school
  • proposals generally for how continuity of learning will be achieved through curriculum design and planning for learning and teaching for learners in Year 6 transitioning to Year 7
  • proposals for how each individual pupil’s progression will be supported as they transition from primary school to secondary school
  • proposals for how the learning needs and the well-being of each individual pupil will be supported as they transition from primary school to secondary school
  • proposals for reviewing and monitoring the impact of the transition plan in respect of how:
    • it has helped achieve continuity of learning
    • it has helped support individual learner progression

Cluster-wide discussions to support the development of a shared understanding of progression will support the content of these plans.

Further guidance and supporting materials to facilitate the development of transition plans will be available in July.

Assessment arrangements for funded non-maintained nursery settings

To ensure practitioners in funded non-maintained nursery settings are able to assess the progress of learners effectively, work is underway to co-construct appropriate assessment arrangements which can be implemented alongside the curriculum for funded non-maintained nursery settings.

The arrangements will cover the following:

  • guidance to support funded non-maintained nursery settings to develop a shared understanding of progression
  • guidance to support the ongoing assessment of progression for learners in funded non-maintained nursery settings
  • appropriate on-entry assessment arrangements

The final assessment arrangements will be published before September 2023, with interim guidance being made available to all settings using the curriculum for funded non-maintained nursery settings on 1 September 2022.