By continuing to use this site, you agree to our use of cookies. Developing a vision for curriculum design: progression, improve our website by collecting and reporting information on how you use it. In all phases of the project, teachers, pupils, policymakers and researchers assume the role of co-investigators with the shared aspiration of developing high quality, well-informed curriculum, pedagogy and assessment arrangements for Wales. Each childs learning continuum functions as a journey through the curriculum; while the route map will be common to all learners, this journey should allow for variety of pace, diversion, repetition, and reflection, as appropriate for each individual to make progress in learning. It will not be used to make a one-off judgement at a set age or point in time. A Parent Governor, pupils and parents talk about the changes at Pembroke Dock Community School. Background - Cross-curricular skills and the Frameworks Literacy, numeracy and digital competence are mandatory cross-curricular skills within the Curriculum for Wales Framework. Oral language precedes and underpins pre-literacy skills. From 31 January 2023, the Curriculum for Wales framework guidance has been updated. Progression in this Area has a significant inter-relationship with the learning in all other areas. Now, the world of work is different, technology is different, society is constantly changing. Curriculum for Wales. Frameworks will be designed by and for the profession and, from the outset, will be developed to be fully inclusive to make sure they account for all learners. Progression in this Area is represented as a coherent continuum. While Key Stages 2, 3 and 4 will disappear the principles of the Foundation Phase will remain the same but will become a part of one seamless curriculum for children aged 3 to 16 providing more joined up learning. The way children learn in primary schools will be different. This incorporates Welsh,English andinternational languages as wellasin literature. Refinement and growing sophisticationinthe use and application ofskills will be demonstrated through the application of increasingly sophisticated logical reasoning. by default and whilst you can block or delete them by changing your browser settings, some Curriculum for Wales: Progression Code The Code sets out the ways in which a curriculum must make provision for all learners. Beneath Progression Step 1 is the Routes for Learning. Guidance to help schools and settings develop their own curriculum, enabling learners to develop towards the four purposes. By continuing to use this site, you agree to our use of cookies. -ZAM}t[8-JIVdwU>2UK[#Elpo #_~l^d wg+#FP>E[Q+N*#Ft]1,k^B8 Building on the strengths of our strategic partnership, and working closely and collaboratively with the pioneer school network, the CAMAU project seeks to develop a shared understanding of progression in the context of Successful Futures. AoLE groups are working on this area over the Summer term. 2 0 obj Ethical, informed citizens who are ready to be citizens of Wales and the world. % It aims to encourage learners to transfer what they have learned about how languages work in one language to the learning and using of other languages. You can change your cookie settings at any time. Schools will progress with designing their curriculum based on the suite ofCurriculum Guidance. Learners should become increasingly independent in recognising and applying the underlying mathematical structures and ideas within a problem, in order to develop strategies to be able to solve them. Guidance on GOV.WALES explains how some children will move to the ALN system between September 2021 and August 2022. Contents. Stories about how Wales is reforming its education system to equip our young people to survive and thrive in a rapidly changing world, improving standards and increasing equality of opportunity as it does so. This presents a unique opportunity to craft an education system, with learner progression at its heart, of which we can all be truly proud. Some descriptions of learning at these foundational progression steps are, therefore, duplicated across some statements of what matters, where directly relevant, to better support planning for learning progression. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. Non-essential cookies are also used to tailor and improve services. Progression in the refinement and sophistication of skills moves from literal and simple communicative purpose to more abstract, inferred or implied and nuanced levels of meaning with more complex purposes. Advice and support will be given to learners choosing their options as they prepare for their future careers. %PDF-1.4 As the project progresses, we will look to and learn from the latest international approaches and good practice from within Wales to inform the design, development and delivery of CAMAUs work. These are demonstrated in: Drawing on a learner's whole linguistic repertoire however uneven that may be enables them to progress in all languages. The learner grows holistically in their understanding and purposeful use of languages, literacy and communication when listening and reading, when speaking and writing and when interacting and mediating in a wide range of contexts. We've saved some files called cookies on your device. The data from this cookie is anonymised. Mathematical concepts and ideas should be built on, deepened and connected as learners experience increasingly complex mathematical ideas. Use this Spreadsheet Pack to plan and track the progression steps in the new frameworks for Literacy, Numeracy and Digital Competency in Wales. endobj Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. 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 <> 3 0 obj They should apply logical reasoning about these relationships and be able to justify and prove them. Yr Athrofa, University of Wales Trinity Saint Davids (UWTSDs) Institute of Education, enjoys fruitful collaborations with a number of organisations. Progression in this Area is represented as a coherent continuum. file type: PPT, file size: 700 KB, , They will be the starting point for all decisions on the content and experiences developed as part of the curriculum to support our children and young people to be: The curriculum will be organised into 6 Areas of Learning and Experience: This area incorporates art, dance, drama, film and digitalmedia and music. Learners demonstrate conceptual understanding through being able to explain and express concepts, find examples (or non-examples) and by being able to represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract. These guides explain the new curriculum in a straightforward way. Watch our video outlining how learning will be planned and progress will be assessed (on YouTube, GCSEs will still exist but the qualifications your child studies from 14-16 will fit with the new curriculum, September 2022 Up to year 6 and some of year 7. responding to communications when listening, reading, or receiving language in other ways. You can change your cookie settings at any time. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. The Languages, Literacy and Communication Area of Learning and Experience (Area) addresses fundamental aspects of human communication. Practical support for curriculum development, quality assurance and self-evaluation, Introduces the four purposes, what's new, why it's changing and who the curriculum guidance is for, Explains the legal status of the curriculum guidance, the proposed legal duties on schools and what these mean in practice, General guidance for designing your curriculum across all areas of learning and experience, Guidance and information for designing assessment arrangements within a school curriculum, The purpose of this guidance is to support schools with a common set of expectations, priorities and supporting information for curriculum design, Our preparations for rolling out the Curriculum for Wales. Development of fluency and accuracy reflects the refinement and a growing sophisticationinthe use and application ofskills. At which point they already have a vocabulary of around 200 words. Professor Dylan Jones and Dr Jane Waters, Yr Athrofa: Institute of Education, UWTSD. These can be considered as both longitudinal and cross-sectional. Second language learners may use formulaic language with few mistakes initially and, as they progress and when being more ambitious and spontaneous in their use of language, they may appear to make more mistakes. file type: PPT, file size: 517 KB. As part of the new curriculum objectives - language, literacy and communication area of learning and experience in Welsh schools, you can use this spreadsheet to track your children's progress against the new Welsh education guidelines. In the early years this will incorporateplay (problem solving,exploringideas, establishing connections and collaborating). This understanding can be deepened as learners are afforded opportunities to learn multiple languages. But its work is the sum of many parts and we are indebted to the many collaborators who have joined us on this journey. Numeracy involves applying and connecting these proficiencies in a range of real-life contexts, across the curriculum. In humanities for example a topic like climate change can be looked at holistically through geography, history and impact on society. This multilingual and plurilingual approach is intended to ignite learners curiosity and enthusiasm and provide them with a firm foundation for a lifelong interest in the languages of Wales and the languages of the world; and thus to make them ambitious, capable learners, ready to learn throughout their lives. As learners experience increasingly complex concepts, they should also develop an understanding of the relationships between and within these concepts. endobj Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. These can be considered as both longitudinal and cross-sectional. Learning will include skills and experiences, as well as knowledge. Curriculum for Wales Science and Technology Descriptions of learning AREA OF LEARNING AND EXPERIENCE Science and Technology Guidance to help schools and settings develop their own curriculum, enabling learners to develop towards the four purposes. Non-essential cookies are also used to tailor and improve services. to improve the website performance by capturing information such as browser and device Progression in health and well-being occurs across a wide range of skills, including: physical, emotional, psychological and social skills. <>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/MediaBox[ 0 0 594.96 842.04] /Contents 4 0 R/StructParents 0>> The nationalcurriculum was first introducedin 1988 before on-line shopping, Google and the Cloud. If you need a more accessible version of this document please email, , file type: PPT, file size: 313 KB, , experiences and skills for careers and the workplace, learning about local, national and international contexts. The principles of the Foundation Phase will remain, but will become a part of one seamless curriculum for children aged 3 to 16, providing more joined-up learning. You can change your cookie settings at any time. file type: PPT, file size: 679 KB, , <>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/MediaBox[ 0 0 594.96 842.04] /Contents 4 0 R/StructParents 0>>
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