We've saved some files called cookies on your device. In 2022 a new code will make clear what should be taught within RSE. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. They also progress in their breadth and depth of conceptual knowledge by encountering ideas in languages and literature, initially in more personal and local contexts and moving as they progress to connect with more complex communications in a multilingual world. An understanding of how mathematical concepts underpin learning help learners make connections and transfer learning into new contexts. Progression is reflected in the statements of what matters, the descriptions of learning for each of these statements and is also the primary purpose of assessment. Improvements will also be made to the support for children with additional learning needs. GOV.WALES uses cookies which are essential for the site to work. Non-essential cookies are also used to tailor and improve services. file type: PPT, file size: 372 KB, , file type: PPT, file size: 700 KB, , endobj This incorporates physical health anddevelopment, mental health and emotionaland social well-being. The New Curriculum for Wales progression steps will be implemented in September 2022. Yr Athrofa, University of Wales Trinity Saint Davids (UWTSDs) Institute of Education, enjoys fruitful collaborations with a number of organisations. Assessment will be part of your childs learning every day. The Four Purposes will be at the heart of our new curriculum. 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. Request a different format. Contents Introduction Statements of what matters Principles of progression Descriptions of learning file type: PPT, file size: 3 MB, Additional learning needs in the context of Curriculum for Wales 2022, , These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. The way children learn in primary schools will be different. It introduces new concepts and uses a brand new levelling structure called (Welsh) Progression Steps. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have As learners experience, engage with, understand and apply increasingly complex ideas and language awareness, accuracy and fluency in using communication skills grow. 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. Progression Steps and Achievement Outcomes . experiences and skills for careers and the workplace, learning about local, national and international contexts. Curriculum for Wales. Learners should understand that the symbols they are using are abstract representations and should develop greater flexibility with the application and manipulation of an increasing range of symbols, understanding the conventions of the symbols they are using. 1 0 obj Progression in this Area is represented as a coherent continuum. 4 0 obj As such, CAMAU, through collaborative working, aims to support the development of progression frameworks or route maps for the young people of Wales during a period of significant transition. 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. In humanities for example a topic like climate change can be looked at holistically through geography, history and impact on society. The National Network will be an opportunity for all interested practitioners to get involved in national co-construction to address our shared challenges and opportunities. Descriptions of learning provide guidance on how learners should progress within each statement of what matters as they journey through the continuum of learning. The New Curriculum for Wales progression steps will be implemented in September 2022. Learners develop an increasingly sophisticated understanding of linguistic concepts that support the more conscious and self-aware development of skills to communicate effectively through speech, writing, gestures, images or other media. These frameworks are mandatory cross-curricular frameworks, and are to be developed in all curriculum areas to ensure progression in these skills. As learners experience increasingly complex concepts, they should also develop an understanding of the relationships between and within these concepts. Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. You can change your cookie settings at any time. Schools will progress with designing their curriculum based on the suite ofCurriculum Guidance. Modes of communication are adapted for different audiences, and to different disciplinary contexts. W*&G)u?-+tz*::AewKO,mfxP\DeTVi#Hj0g3]!_:t.=j>3[.xvFdk "iF#fJ7TFCayB31[L&^6-IOnTJbnNCE{^L;!POxv>(/GbtbV?S%1p &R@)U>T8_q!Z"vHLbmqM!_dvl27 .t!(x. Learning will include skills and experiences, as well as knowledge. GOV.WALES uses cookies which are essential for the site to work. The learner moves forward along the progression continuum partly through exposure to rich challenges and resources offered by other Areas. Unfortunately not the ones with chocolate chips. a revised journey to curriculum roll-out section to reflect the fact that the curriculum is now being implemented, corrections to issues with definitions and hyperlinks, more clarity through minor amends to narrative following feedback, Introduction to Curriculum for Wales guidance, Curriculum for funded non-maintained nursery settings, Curriculum in Wales: Planning and priority guide, Consultations on additional Curriculum for Wales guidance, Education is changing: information for parents, carers and young people, improve our website by collecting and reporting information on how you use it. For younger learners the acquisition of language follows the same sequence as for older learners, although the speed at which it does so can vary considerably. Progression Step 1: Nursery and Reception. Cookies are used to help distinguish between humans and bots on contact forms on this Learners will have varying proficiencies in their languages and, to ensure a robust foundation for second and subsequent languages, early steps (such as grapheme-phoneme correspondence) are revisited in each language. This includes the social and cultural aspects of language. It aims to support learning across the whole curriculum and to enable learners to gain knowledge and skills in Welsh, English and international languages as well as in literature. Justifications and proof should become increasingly abstract, moving from verbal explanations, visual or concrete representations to abstract representations involving symbols and conventions. %PDF-1.4 This is important to help them: spot any issues or extra support they need. A Parent Governor, pupils and parents talk about the changes at Pembroke Dock Community School. These can be considered as both longitudinal and cross-sectional. The Curriculum for Wales framework guidance will be updated annually in January of each year. Pupils Working Below Progression Step 1 Progression Step 1 starts at the typical development level of a 3-year-old. responding to communications when listening, reading, or receiving language in other ways. Assessment will be part of your childs learning every day and theyll work with their teachers to understand how well theyre doing. Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. AoLE groups are working on this area over the Summer term. Unfortunately, owing to the size of the school our classes don't fall into neat little compartments. The thinking needed to understand and to communicate all learning is closely related to that which enables learners to develop receptive, interpretive and expressive language skills. 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. Skills in learners first and second languages enable learning in subsequent languages. We've saved some files called cookies on your device. By continuing to use this site, you agree to our use of cookies. <> Children will continue to be assessed and this will focus on ensuring that all pupils understand where they are and what they need to do next in order to progress. Assessment will take place on a day to day basis to assess each individuals progress, agree next steps and monitor progress over time. The four purposes are that all children and young people will be: Ambitious, capable learners who are ready to learn throughout their lives. This understanding can be deepened as learners are afforded opportunities to learn multiple languages. To ensure progress in any mathematics learning, proficiencies should be developed and connected in time and should also develop over time. As learners become more accomplished, they can adapt and manipulate language to communicate effectively to a range of different audiences. 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. We use A cookie is used to store your cookie preferences for this website. As they move along the continuum of learning, learners will build on basic linguistic skills to develop a capability that enables them to overcome a range of communicative challenges successfully. 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. The six Areas of Learning and Experience are: For more information about each of the Areas of Learning and Experience. The data from this cookie is anonymised. %PDF-1.4 Progression Step 2: Years 1, 2 and 3. This linguistic knowledge and these skills are needed to participate confidently and empathetically in society, which contributes to developing learners as ethical, informed citizens of Wales and the world. Word documents with the 'Descriptions of Learning' for Progression Steps 1, 2 and 3 for all Areas of Learning in the new Curriculum for Wales 2022. 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. 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. As learners develop an understanding of additional languages, patterns of language use are identified, adapted and applied in new contexts. curriculum for wales four purposes new curriculum for wales progression steps rse curriculum framework of objectives halloween curriculum for wales display new curriculum for wales curriculum for wales progression steps progression steps wellbeing back to school all about me wales 4 purposes progression step 1 welsh curriculum what matters Heres when the new curriculum will be taught: The curriculum will then roll out year by year until it includes year 11 by 2026 . functionality such as being able to log in to the website will not work if you do this. 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. Wales' new curriculum and assessment arrangements are built on progression in learning.Discover how learning will be planned and progress will be assessed: . There will also be new ways of training and supporting staff and help for schools to improve. In later years it will focus on working both independently and collaboratively. By continuing to use this site, you agree to our use of cookies. Presentations and videos about the Curriculum and Areas of Learning and Experience. 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. Guidance, including a skills template and worked example, to support teachers with curriculum planning and progression within the Science and Technology Area of Learning and Expertise from Curriculum for Wales, progression step 4. September 2022:All maintained schools and settings using the new curriculum and assessment arrangements. You can change your cookie settings at any time. Understanding linguistic concepts in the language of instruction, for example, can be applied to learning a new language, which facilitates progression in that language as well as improving understanding of the way in which their own languages work. Principles of progression Descriptions of learning Designing your curriculum 1. The development of justifications and proof help support the increasing effectiveness of learners. The first phase of the project, funded by UWTSD and the Welsh Government, is concerned with the co-construction of evidence-based progression frameworks. These are: Progression Step 1 - age 3-5 Progression Step 2 - age 5-8 Progression Step 3 - age 8-11 Progression Step 4 - age 11-14 Progression Step 5 - age 14-16 Children can be anywhere on the progression line, though. At which point they already have a vocabulary of around 200 words. The new Curriculum for Wales is for all students aged 3 to 16 and has been created following the Donaldson report. Increasing breadth and depth of knowledge, Refinement and growing sophistication in the use and application of skills, Making connections and transferring learning into new contexts, Developing a vision for curriculum design: progression, improve our website by collecting and reporting information on how you use it, asking increasingly sophisticated questions, making evaluative and critical judgements about the ideas and viewpoints and the means of communication in what they hear, read, and view. 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. -ZAM}t[8-JIVdwU>2UK[#Elpo #_~l^d wg+#FP>E[Q+N*#Ft]1,k^B8 This incorporates biology, chemistry, physics,computer science anddesign and technology. In this Area, languages are seen as a key to social cohesion, which can promote better local, national and global understanding. Now, the world of work is different, technology is different, society is constantly changing. These are: Progression Step 1 - age 3-5 Progression Step 2 - age 5-8 Progression Step 3 - age 8-11 Progression Step 4 - age 11-14 Progression Step 5 - age 14-16 Children can be anywhere on the progression line, though. Exploration of the world around us at progression steps 1 and 2 provides the foundation for learning across statements of what matters in science and technology. healthy, confident individuals, ready to lead fulfilling lives as valued members of society. Non-essential cookies are also used to tailor and improve services. As learners progress, they will be able to make links within and between ways of communicating, making good choices about effective methods of communication. <> 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. Non-essential cookies are also used to tailor and improve services. 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. The statements support and complement one another and together they contribute to realising the four purposes of the curriculum. producing them when speaking and writing or through other means of communication. used to prevent cross site request forgery. Healthy, confident individuals who . You can change your cookie settings at any time. The change includes a move to online Personalised Assessments from National Tests. The following interdependent proficiencies have been used in developing the descriptions of learning and are central to progression at each stage of mathematics learning. Depth of knowledge is achieved through learners being able to represent, connect and apply a concept in different ways and in different situations. Learning and experience in this Area aims to enable learners to communicate effectively using Welsh, English and international languages. Non-essential cookies are also used to tailor and improve services. Progression as a concept is built in to Professor Graham Donaldsons blueprint for curriculum reform and supports the understanding that childrens learning is an expedition, with stops, detours and spurts, rather than as a linear process. types. website. Contents. Curriculum for Wales. Guidance to help schools and settings develop their own curriculum, enabling learners to develop towards the four purposes. Guidance to help schools and settings develop their own curriculum, enabling learners to develop towards the four purposes. Guidance to help schools and settings develop their own curriculum, enabling learners to develop towards the four purposes. These are: Progression Step 1 - age 3-5 Progression Step 2 - age 5-8 Progression Step 3 - age 8-11 Progression Step 4 - age 11-14 Progression Step 5 - age 14-16 Children can be anywhere on the progression line though. This readiness to learn is further supported since effective language skills help learners to make sense of concepts across the curriculum, for example by enabling them to articulate their reasoning when solving problems and analysing information. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Curriculum for Wales: Progression Code PDF 603 KB This file may not be accessible. Successful Futures is breaking new ground and there is no existing model for curriculum reform to the extent of that being currently undertaken in Wales. Numeracy involves applying and connecting these proficiencies in a range of real-life contexts, across the curriculum. Non-essential cookies are also used to tailor and improve services. Learn more about descriptions of learning, improve our website by collecting and reporting information on how you use it. Introduction to Curriculum for Wales guidance, improve our website by collecting and reporting information on how you use it. M]^6P.roHS~{ #Bbms{0Ix8sG/6y FF{(DV$TcvSHm QxEIIIm; 1n[cxPZ120GJtTW*'L?#XmU1. And of course it features the Six Areas of Learning and Experience (Areas), which are: GCSEs will still exist but the qualifications your child studies from 14-16 will fit with the new curriculum, so may look different from todays GCSEs. If you need a more accessible version of this document please email, , Progression Step 1 Nursery to Reception. The way children learn in primary and secondary schools will be different. Progression can be considered through the identification of Progression Reference Points through which children will journey as they experience the curriculum. The development of an understanding of relationships between mathematical concepts and the development of justifications and proofs, leads to a growing understanding of the nature of mathematics and helps learners make connections and transfer learning into new contexts. It will include learning about healthy relationships, keeping safe including online, and being confident to raise issues with responsible adults. 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. HWB.GOV.WALES uses cookies which are essential for the site to work. Use this Spreadsheet Pack to plan and track the progression steps in the new frameworks for Literacy, Numeracy and Digital Competency in Wales. 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. By continuing to use this site, you agree to our use of cookies. The curriculum must prepare young people to develop higher standards of literacy and numeracy, to become more digitally and bilingually competent, and to be confident, capable and compassionate citizens citizens of Wales and citizens of the world. As learners experience, understand and effectively apply increasingly complex concepts and relationships, fluency in remembering facts, relationships and techniques should grow, meaning that facts, relationships and techniques learned previously should become firmly established, memorable and usable. file type: PPT, file size: 517 KB. By continuing to use this site, you agree to our use of cookies. Progression Step 3: Years 4, 5 and 6. The nationalcurriculum was first introducedin 1988 before on-line shopping, Google and the Cloud. UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. The introduction and application of a new concept will involve developing an understanding of how symbols or expressions are abstract representations that succinctly describe a range of situations, thus contributing to a growing understanding of the nature of mathematics. But its work is the sum of many parts and we are indebted to the many collaborators who have joined us on this journey. xX[o6~7Gi^D([3DNmEC;Yh lI\CqA~}pzDX/5J' bV z8X +1Rwrd*c!QI!sX`Tyt9 ->ASkz7|D8u8x9, 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. Enter your email address to follow this blog and receive notifications of new posts by email. As outlined in Successful Futures: Progression Steps will be described at five points in the learning continuum, relating broadly to expectations at ages 5, 8, 11, 14 and 16. Sf5a The ability to transfer existing knowledge and skills into new contexts is an integral part of progression in this Area. been dismissed. This allows learners to form and develop strong relationships and the confidence to use their voice in society. Guidance on GOV.WALES explains how some children will move to the ALN system between September 2021 and August 2022. For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. <>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/MediaBox[ 0 0 594.96 842.04] /Contents 4 0 R/StructParents 0>> <>/OutputIntents[<>] /Metadata 495 0 R>> Introduction. This presents a unique opportunity to craft an education system, with learner progression at its heart, of which we can all be truly proud. We've saved some files called cookies on your device. 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. By continuing to use this site, you agree to our use of cookies. You can change your cookie settings at any time. Together, these skills can build learners confidence to grasp new opportunities and to adapt to different roles which in turn can develop them as enterprising, creative contributors, ready to play a full part in life and work. Progression means learners developing their confidence, motivation competence in a skill, developing increasing accuracy and proficiency. file type: PPT, file size: 679 KB, , Advice and support will be given to learners choosing their options as they prepare for their future careers. A Guide to the New Curriculum for Wales; . HWB.GOV.WALES uses cookies which are essential for the site to work. Background - Cross-curricular skills and the Frameworks Literacy, numeracy and digital competence are mandatory cross-curricular skills within the Curriculum for Wales Framework. There is therefore a greater responsibility for schools and teachers to ensure that learning is child-focused, since the details and pace of each journey are set according to the requirements of the learner, in order to ensure challenging, sustainable and effective learning takes place. 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. Understanding how learners progress is critical to learning and teaching and should inform curriculum design, classroom planning and assessment. 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. Progression in this Area is a continuum of increasingly complex engagement with ideas and communicative purposes and of development of language awareness. One of its most significant is that currently being undertaken with colleagues at the University of Glasgow, on behalf of the Welsh Government. endobj These can be considered as both longitudinal and cross-sectional. Progression in this Area has a significant inter-relationship with the learning in all other areas. Learning will include skills and experiences, as well as knowledge. It will not be used to make a one-off judgement at a set age or point in time. Each proficiency may relate to multiple overarching principles of progression, as set out below. stream This incorporates geography, history, religion, values andethics, business studies and social sciences. Non-essential cookies are also used to tailor and improve services. The new curriculum is based on a continuum of learning as pupils progress. pz This intrinsic part of successful language learning leads to becoming more fluent and accurate language users. by default and whilst you can block or delete them by changing your browser settings, some
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