These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. These can be considered as both longitudinal and cross-sectional. 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 The change includes a move to online Personalised Assessments from National Tests. These frameworks are mandatory cross-curricular frameworks, and are to be developed in all curriculum areas to ensure progression in these skills. The New Curriculum for Wales progression steps will be implemented in September 2022. 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. This means that different languages should be explored in relation to one another, so too the skills of listening, speaking, reading and writing. Progression Steps Progression Step 2 Languages, Literacy and Communication Languages, Literacy and Communication Writing Genres - New Curriculum for Wales 5.0 (1 review) Y1 Writing Assessment I Can Statements with Worked Examples Assessment Pack 5.0 (6 reviews) Branwen's Battle Comic Hundred High Frequency Words Activity Book 4.9 (17 reviews) file type: PPT, file size: 700 KB, , These guides explain the new curriculum in a straightforward way. experiences and skills for careers and the workplace, learning about local, national and international contexts. file type: PPT, file size: 372 KB, , 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. Effective multilingual skills deepen this ability as they enable learners to respond in many more contexts. 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. Introduction to Curriculum for Wales guidance, improve our website by collecting and reporting information on how you use it. <>/OutputIntents[<>] /Metadata 664 0 R>> This understanding can be deepened as learners are afforded opportunities to learn multiple languages. It introduces new concepts and uses a brand new levelling structure called (Welsh) Progression Steps. As learners experience, engage with, understand and apply increasingly complex ideas and language awareness, accuracy and fluency in using communication skills grow. These can be considered as both longitudinal and cross-sectional. Progression can be considered through the identification of Progression Reference Points through which children will journey as they experience the curriculum. 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. Key Stages 2, 3 and 4 will disappear. Engaging with this Area also helps learners to become healthy, confident individuals, ready to lead fulfilling lives as valued members of society as the skills promoted through languages, literacy and communication are key to enabling learners to express themselves effectively, to be open to other peoples points of view and to develop positive relationships. 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. 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. By continuing to use this site, you agree to our use of cookies. Teaching will be age-appropriate, gradually building learners knowledge, skills and ethical values. 3 0 obj 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. Assessment will take place on a day to day basis to assess each individuals progress, agree next steps and monitor progress over time. Progression in this Area is also seen in the production of language. Each child's 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. Oral language precedes and underpins pre-literacy skills. 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. Bringing to bear different knowledge, skills and understandings to explore how progression might best be described and developed in relation to the Areas of Learning and Experience (AoLEs), CAMAU has an important role in the creation of our new national curriculum. file type: PPT, file size: 313 KB, , Learning will include skills and experiences, as well as knowledge. Presentations and videos about the Curriculum and Areas of Learning and Experience. They should apply logical reasoning about these relationships and be able to justify and prove them. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. Modes of communication are adapted for different audiences, and to different disciplinary contexts. been dismissed. The way children learn in primary and secondary schools will be different. Education and skills. Request a different format. <>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/MediaBox[ 0 0 594.96 842.04] /Contents 4 0 R/StructParents 0>> The way children learn in primary schools will be different. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. The learner moves forward along the progression continuum partly through exposure to rich challenges and resources offered by other Areas. Background - Cross-curricular skills and the Frameworks Literacy, numeracy and digital competence are mandatory cross-curricular skills within the Curriculum for Wales Framework. This is important to help them: spot any issues or extra support they need. Pupils Working Below Progression Step 1 Progression Step 1 starts at the typical development level of a 3-year-old. 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. types. And of course it features the Six Areas of Learning and Experience (Areas), which are: It is important that as children and young people move through the education system in Wales, they are not viewed as aiming towards the four purposes, but rather seen as living the four purposes during their time at school. 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. By continuing to use this site, you agree to our use of cookies. 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. Mathematical concepts and ideas should be built on, deepened and connected as learners experience increasingly complex mathematical ideas. endobj HWB.GOV.WALES uses cookies which are essential for the site to work. UPDATE: Now each table includes a column on the right for your own tracking information. These are demonstrated in: Drawing on a learner's whole linguistic repertoire however uneven that may be enables them to progress in all languages. In 2022 a new code will make clear what should be taught within RSE. Teachers will have more freedom to teach in ways they feel will have the best outcomes for their 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. responding to communications when listening, reading, or receiving language in other ways. file type: PPT, file size: 517 KB. functionality such as being able to log in to the website will not work if you do this. M]^6P.roHS~{ #Bbms{0Ix8sG/6y FF{(DV$TcvSHm QxEIIIm; 1n[cxPZ120GJtTW*'L?#XmU1. 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. This allows learners to form and develop strong relationships and the confidence to use their voice in society. Progression steps will now be in place at age 5, 8, 11, 14 and 16 years of age, relating to broad expectations of a childs progress. Contents Introduction Statements of what matters Principles of progression Descriptions of learning The introduction of new symbols will add to the breadth of knowledge and the communication with symbols will contribute to refinement and growing sophistication in the use and application of skills. 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. % Progression in this Area is represented as a coherent continuum. Development of fluency and accuracy reflects the refinement and a growing sophisticationinthe use and application ofskills. They progress in the languages, literacy and communication set out in this Area alongside the development of disciplinary literacy in the other curriculum Areas. The Languages, Literacy and Communication Area of Learning and Experience (Area) addresses fundamental aspects of human communication. Numeracy involves applying and connecting these proficiencies in a range of real-life contexts, across the curriculum. It also supports making connections and transferring learning into new contexts and developing increasing effectiveness as a learner. The statements support and complement one another and together they contribute to realising the four purposes of the curriculum. There will be a new curriculum, made in Wales by teachers, partners, practitioners, and businesses and shaped by the best ideas from around the world. 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. The new curriculum is based on a continuum of learning as pupils progress. 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. This incorporates geography, history, religion, values andethics, business studies and social sciences. Each proficiency may relate to multiple overarching principles of progression, as set out below. The four statements that express what matters in this Area should be addressed holistically. Principles of progression Descriptions of learning Designing your curriculum 1. The new curriculum framework features overarching topics in the form of: an Introduction; Summary of Legislation; Designing your Curriculum, and Supporting learner progression: Assessment. Theyll work with their teachers to understand how well theyre doing. 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. You can change your cookie settings at any time. Use this Spreadsheet Pack to plan and track the progression steps in the new frameworks for Literacy, Numeracy and Digital Competency in Wales. Progression in health and well-being occurs across a wide range of skills, including: physical, emotional, psychological and social skills. <> producing them when speaking and writing or through other means of communication. 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. How do I track progression in the new Curriculum for Wales? to improve the website performance by capturing information such as browser and device 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. Non-essential cookies are also used to tailor and improve services. We've saved some files called cookies on your device. 4 0 obj HWB.GOV.WALES uses cookies which are essential for the site to work. The Curriculum for Wales framework guidance will be updated annually in January of each year. This includes the social and cultural aspects of language. Progression Steps and Achievement Outcomes . Principles of progression Mandatory In the Mathematics and Numeracy Area the model of progression is based on the development of five interdependent proficiencies, outlined below. Professor Dylan Jones and Dr Jane Waters, Yr Athrofa: Institute of Education, UWTSD. The Government is taking forward its manifesto commitment to review the school year, through a national conversation, with opportunities for parents, students, education staff, private and public sector workers and employers to give their views. There will be a new curriculum, made in Wales by teachers, partners, practitioners, and businesses and shaped by the best ideas from around the world. pz .ckl(ChpmuVE\E)k HWB.GOV.WALES uses cookies which are essential for the site to work. Understanding how learners progress is critical to learning and teaching and should inform curriculum design, classroom planning and assessment. By continuing to use this site, you agree to our use of cookies. Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. 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. 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. Descriptions of learning provide guidance on how learners should progress within each statement of what matters as they journey through the continuum of learning. 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. Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. Non-essential cookies are also used to tailor and improve services. GOV.WALES uses cookies which are essential for the site to work. 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. 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. In the Mathematics and Numeracy Area the model of progression is based on the development of five interdependent proficiencies, outlined below. In humanities for example a topic like climate change can be looked at holistically through geography, history and impact on society. This incorporates Welsh,English andinternational languages as wellasin literature. 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. The new Curriculum for Wales is for all students aged 3 to 16 and has been created following the Donaldson report. %PDF-1.4 We've saved some files called cookies on your device. Refinement and growing sophisticationinthe use and application ofskills will be demonstrated through the application of increasingly sophisticated logical reasoning. From 31 January 2023, the Curriculum for Wales framework guidance has been updated. stream One of its most significant is that currently being undertaken with colleagues at the University of Glasgow, on behalf of the Welsh Government. Non-essential cookies are also used to tailor and improve services. -ZAM}t[8-JIVdwU>2UK[#Elpo #_~l^d wg+#FP>E[Q+N*#Ft]1,k^B8 The six Areas of Learning and Experience are: For more information about each of the Areas of Learning and Experience. 4 0 obj 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. Read details Part of: Curriculum for Wales First published: 22 February 2019 Last updated: 29 March 2019 Documents Preparing for the new curriculum PPT 3 MB All maintained schools and settings using the new curriculum and assessment arrangements, ambitious, capable learners ready to learn throughout their lives, enterprising, creative contributors, ready to play a full part in life and work, ethical, informed citizens of Wales and the world. 2 0 obj 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. You can change your cookie settings at any time. These cookies are: We would also like to save some cookies to help: You have accepted additional cookies. jason momoa and lisa bonet kids,