1. Making the Most of Learning and Assessment, in Wales

2. Current position in Wales Foundation Phase (ages 3-7) – learning through structured play – being phased in. Baseline and end of phase assessments under development. Link: http://wales.gov.uk/topics/educationandskills/curr iculumassessment/arevisedcurriculumforwales/f oundationphase/?lang=en http://wales.gov.uk/topics/educationandskills/curr iculumassessment/arevisedcurriculumforwales/f oundationphase/?lang=en

3. Current position in Wales Key Stage 2 (ages 7-11) and Key Stage 3 (ages 11-14) revised school curriculum - fully in place from September 2009. End of key stage assessment - teachers’ judgements supported by: –cluster group KS2/3 moderation –external moderation of standards at KS3 (except PE and music = end of key stage judgements). Also: Optional Skills Assessment Materials (OSAMs) (Year 5). Development of Year 3 OSAMs over the next 2 years. Link: http://wales.gov.uk/topics/educationandskills/curriculumasses sment/arevisedcurriculumforwales/nationalcurriculum/makingt hemostoflearningnc/?lang=en http://wales.gov.uk/topics/educationandskills/curriculumasses sment/arevisedcurriculumforwales/nationalcurriculum/makingt hemostoflearningnc/?lang=en

4. Current position in Wales Key Stage 4 (ages 14-16) joint agreement with UK-wide bodies as to core curriculum. Assessments as UK plus piloting of Welsh Baccalaureate (structure as post-16) Post-16 joint agreement with UK-wide bodies as to assessment plus Welsh Baccalaureate.

5. What are the aims of the revised curriculum? Learner-focused Ensures appropriate skills development Focuses on continuity and progression Offers reduced subject content Flexible Motivating and relevant to the 21 st century Promotes Curriculum Cymreig, equal opportunities, food and fitness, the world of work and entrepreneurship, sustainable development and global citizenship.

6. Aim: Learner-focused Include all learners to: provide a meaningful, relevant and motivating curriculum meet the specific needs of learners further learners’ all-round development.

7. Learner-focused - How? Classroom practice: assessment for learning (AfL) methodology use of learners’ prior skills, knowledge and understanding to inform planning collaborative work. Curriculum provision: relevant, meaningful content fewer teachers.

8. Aim: Skills development The revised curriculum is underpinned by the non-statutory Skills framework, for 3-19 year olds in Wales. shows progression in developing thinking, communication, number and ICT across the curriculum becomes a requirement when stated in the Orders. Link: http://wales.gov.uk/topics/educationandskills/curriculum assessment/arevisedcurriculumforwales/skillsdevelopm ent/?lang=en http://wales.gov.uk/topics/educationandskills/curriculum assessment/arevisedcurriculumforwales/skillsdevelopm ent/?lang=en

9. Skills-focused - How? Classroom practice: ensure a focus on skills give opportunities for learners to progress skills ensure learners can transfer these skills from context to context. Curriculum provision: Review the Skills section of Orders –audit, identify contexts, map progression.

10. Aim: Flexibility Gives control and responsibility back to schools and learners Schools free to organise the curriculum to suit the school and their learners’ needs.

11. Flexibility – How? Classroom practice: varied and enjoyable experiences for learners appropriate differentiation of tasks common approaches to pedagogy common expectations appropriate and formative assessment Curriculum provision: decisions on contexts no gaps in statutory provision continuity and progression sharing of information by teachers involvement of all teachers

12. Why develop thinking skills and assessment for learning in the classroom? ACCAC Shifting pedagogy The Welsh Assembly Government has a Pedagogy initiative to shift pedagogy and focus on reflective practices. Previously…. a review of research evidence in the fields of developing thinking and assessment for learning indicated improvements in learners’ motivation and performance. So…. between 2005 and 2008, DCELLS conducted a pilot programme combining developing thinking and assessment for learning – based on their shared pedagogy Ref: Skills framework, page 11.

13. Why develop thinking skills and assessment for learning in the classroom? ACCAC Pilot programme Partnership working over 5 school terms with: 9 LEAs + 1 group of special schools (total of 42 schools, > 100 teachers). Independent evaluation reported: increased learner engagement / motivation improved learner behaviour improved performance improvement in learner self esteem / confidence improvement in the quality of speaking and listening happier teachers and learners! Link: http://wales.gov.uk/topics/educationandskills/curriculumassessm ent/thinkingandassessmentforlearning/?lang=en http://wales.gov.uk/topics/educationandskills/curriculumassessm ent/thinkingandassessmentforlearning/?lang=en

14. Extension programme Aim: to continue the shift in pedagogy required to ensure that all learners receive the full benefits of the revised curriculum. commenced in April 2009 3 year programme partnership working with LEAs 50 teachers per LEA per year involved (total of >1,000 per year) ongoing monitoring and evaluation.

15. Contact details Julie Addis DCELLS Welsh Assembly Government Floor 3, Cathays Park Cardiff CF10 3NQ Tel: 029 20 826553 E-mail: julie.addis@wales.gsi.gov.ukjulie.addis@wales.gsi.gov.uk